APPLICATION FOR GRANTS UNDER THE

U.S. Department of EducationWashington, D.C. 20202-5335

APPLICATION FOR GRANTSUNDER THE

Competitive Grants for State Assessments Program

CFDA # 84.368A

PR/Award # S368A220011

Gramts.gov Tracking#: GRANT13607962

OMB No. , Expiration Date:

Closing Date: May 03, 2022


**Table of Contents**

Form Page

1. Application for Federal Assistance SF-424 e3

2. ED GEPA427 Form e6

Attachment - 1 (1236-NYSED GEPA Statement FINAL) e7

3. Grants.gov Lobbying Form e11

4. Dept of Education Supplemental Information for SF-424 e12

5. ED Abstract Narrative Form e14

Attachment - 1 (1234-PLAN Abstract FINAL) e15

6. Project Narrative Form e17

Attachment - 1 (1235-PLAN Project Narrative FINAL) e18

7. Other Narrative Form e83

Attachment - 1 (1238-NYSED Indirect Cost Rate Agreement 2021-076) e84

Attachment - 2 (1239-PLAN Letters of Support FINAL 050222) e88

Attachment - 3 (1240-PLAN Resumes FINAL 050222) e100

Attachment - 4 (1241-PLAN Bibliography) e269

8. Budget Narrative Form e275

Attachment - 1 (1237-PLAN BUDGET NARRATIVE FINAL) e276

9. Form ED_524_Budget_1_4-V1.4.pdf e283

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Page e2

OMB Number: 4040-0004Expiration Date: 12/31/2022

* 1. Type of Submission: * 2. Type of Application:

* 3. Date Received: 4. Applicant Identifier:

5a. Federal Entity Identifier: 5b. Federal Award Identifier:

6. Date Received by State: 7. State Application Identifier:

* a. Legal Name:

* b. Employer/Taxpayer Identification Number (EIN/TIN): * c. UEI:

* Street1:

Street2:

* City:

County/Parish:

* State:

Province:

* Country:

* Zip / Postal Code:

Department Name: Division Name:

Prefix: * First Name:

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* If Revision, select appropriate letter(s):

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State Use Only:

8. APPLICANT INFORMATION:

d. Address:

e. Organizational Unit:

f. Name and contact information of person to be contacted on matters involving this application:

Application for Federal Assistance SF-424

Preapplication

Application

Changed/Corrected Application

New

Continuation

Revision

05/02/2022

New York State Education Department

146013200 M8LLWFW17445

89 Washington Avenue

Albany

NY: New York

USA: UNITED STATES

122341000

Ms. Allison

R.

Armour-Garb

Special Advisor

Office of the Deputy Executive Commissioner

1-518-542-5159

[email protected]

Funding Opportunity Number:ED-GRANTS-021622-002 Received Date:May 02, 2022 04:40:04 PM EDTTracking Number:GRANT13607962


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1

General Education Provisions Act (GEPA) Statement–Section 427

Competitive Grants for State Assessment Application

New York State Performance Learning and Assessment Networks (PLAN) Project

The New York State Education Department (NYSED) serves an academically,

socio-economically, ethnically, and racially diverse population and is committed to equal

treatment for all students, educators, employees, and the general public. NYSED does not

discriminate based on gender, race, national origin, color, disability, or age. This is

reflected in NYSED hiring policies and all other NYSED policies and procedures. In

addition to nondiscrimination policies for hiring and in other policies, NYSED

acknowledges additional barriers individuals may face while participating in the proposed

project activities and proposes strategies to address each barrier.

NYSED Employment Opportunity Policy

NYSED employs staff under a policy that promotes equal opportunity hiring

practices conforming with state and federal laws and regulations. NYSED does not

discriminate in offering access to its programs and activities, or with respect to

employment terms and conditions, on the basis of race, color, religion, sex, national

origin, age, disability, marital status, sexual orientation, veteran status, or any legally

protected class or basis. This commitment applies to the State’s relationships with outside

organizations, including the federal government, contractors, and private employers to

the extent of state and federal requirements. Disparate treatment on the basis of a class

not protected by federal or state law shall not constitute discrimination if such disparate

treatment is required by federal or state law.


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2

NYSED will take all steps necessary to ensure equitable access to and

participation in the services provided through the PLAN Project for all stakeholders,

including state and local administrators, teachers, parents, and students. NYSED will

monitor and coordinate grant-related activities to ensure compliance with the above

policies.

Additional Barriers & Strategies to Ensure Equitable Access to and Participation in

Proposed Project Activities

The PLAN Project is committed to equitable assessment practice (everyone has a

variety of means to access or demonstrate what they know and what they can do), rather

than the “one size fits all” or equal assessment practice (everyone gets the same

instrument with the same entry point). The intention of the PLAN Project is to provide

diverse opportunities for every student to demonstrate what they know and can do.

Equitable assessment practice includes space for all students and educators to

meaningfully participate, grounded in the understanding that New York’s statewide

assessment strategy must find ways to support every student’s opportunity to learn and

maintain high expectations for ALL students. Equity-driven data analyses of student

achievement are meant to ensure that bias and stereotypes are not a factor in student

assessment. Student achievement outcomes will be an important focus in developing

equitable curricular, pedagogical, and assessment practices that reflect cultural shifts that

the PLAN Project will seek to address in its support of Pilot Schools.

NYSED is committed to implementing specific strategies for ensuring equitable

access to and participation in all grant activities. NYSED will ensure that the following

strategies are implemented, with the intent to reduce and eliminate access barriers based


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3

on gender, race, national origin, color, disability, marital status, religion, and age, to

maximize participation in the PLAN Project:

• Potential barrier: Grant participants may be limited by access to in-person sessions

and activities.

Strategy: All in-person grant-related sessions/activities, if applicable, will be held

in Americans with Disabilities Act (ADA) accessible and compliant facilities.

• Potential barrier: Potential biases may conflict with non-discriminatory and

accessibility policies.

Strategy: NYSED’s Office of Human Resources offers in-service training to

increase staff effectiveness in recognizing and correcting biased attitudes and to

ensure compliance with applicable nondiscrimination and accessibility policies.

• Potential barrier: Participants may not be able access to materials if they are visually

impaired.

Strategy: Materials are accessible in braille or available in an otherwise

accessible manner for visually impaired participants in grant activities.

• Potential barrier: Multilingual participants may not have full access to the grant

activities, materials, and services that are being offered.

Strategy: Multilingual services are offered for participants in grant activities as

needed and appropriate.

• Potential barrier: Grant resources, platforms, and multi-modal offerings may not be

ADA accessible.


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4

Strategy: All project resources and platforms, including electronic platforms used

to evaluate grant materials, are ADA accessible and have accommodations for

reviewers with disabilities.

• Potential barrier: Participants may need access to assistive technology to participant

to access grant activities.

Strategy: Assistive technology devices to translate materials for participants in

need of such services are provided (as available).

• Potential barrier: Grant relevant information may not be produced on a government or

industry recognized standard for accessibility.

Strategy: Relevant information will be made publicly available online via the

project website, in a format that meets a government or industry-recognized

standard for accessibility.

The above-listed provisions and strategies will help to ensure that the following

principles are reflected in the PLAN Project:

• valuing diversity and similarities among all peoples;

• understanding and effectively responding to cultural differences;

• willingness to continually engage in cultural self-assessment at the individual and

organizational level;

• making adoptions to the delivery of services; and

• institutionalizing cultural knowledge and avenues for improvement in

programming and service delivery.


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Certification for Contracts, Grants, Loans, and Cooperative Agreements

(2) If any funds other than Federal appropriated funds have been paid or will be paid to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with this Federal contract, grant, loan, or cooperative agreement, the undersigned shall complete and submit Standard Form-LLL, ''Disclosure of Lobbying Activities,'' in accordance with its instructions.

(3) The undersigned shall require that the language of this certification be included in the award documents for all subawards at all tiers (including subcontracts, subgrants, and contracts under grants, loans, and cooperative agreements) and that all subrecipients shall certify and disclose accordingly. This certification is a material representation of fact upon which reliance was placed when this transaction was made or entered into. Submission of this certification is a prerequisite for making or entering into this transaction imposed by section 1352, title 31, U.S. Code. Any person who fails to file the required certification shall be subject to a civil penalty of not less than $10,000 and not more than $100,000 for each such failure.

If any funds have been paid or will be paid to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with this commitment providing for the United States to insure or guarantee a loan, the undersigned shall complete and submit Standard Form-LLL, ''Disclosure of Lobbying Activities,'' in accordance with its instructions. Submission of this statement is a prerequisite for making or entering into this transaction imposed by section 1352, title 31, U.S. Code. Any person who fails to file the required statement shall be subject to a civil penalty of not less than $10,000 and not more than $100,000 for each such failure.

* APPLICANT'S ORGANIZATION

* SIGNATURE: * DATE:

* PRINTED NAME AND TITLE OF AUTHORIZED REPRESENTATIVE

Suffix:

Middle Name:

* Title:

* First Name:

* Last Name:

Prefix:

CERTIFICATION REGARDING LOBBYING

(1) No Federal appropriated funds have been paid or will be paid, by or on behalf of the undersigned, to any person for influencing or attempting to influence an officer or employee of an agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with the awarding of any Federal contract, the making of any Federal grant, the making of any Federal loan, the entering into of any cooperative agreement, and the extension, continuation, renewal, amendment, or modification of any Federal contract, grant, loan, or cooperative agreement.

The undersigned certifies, to the best of his or her knowledge and belief, that:

Statement for Loan Guarantees and Loan Insurance

The undersigned states, to the best of his or her knowledge and belief, that:


Ms. Phyllis D.

Chief Financial Officer

Morris

Edward Lenart 05/02/2022



Page e11

U.S. Department of Education Supplemental Information for the SF-424 Application for Federal Assistance

* Zip Code:

* State:

Address:

Prefix: * First Name: Middle Name: * Last Name:

* Phone Number (give area code)

* Street1:

* City:

Suffix:

* Email Address:

1. Project Director:

Fax Number (give area code)

2. New Potential Grantee or Novice Applicant:a. Are you either a new potential grantee or novice applicant as defined in the program competition’s notice inviting applications (NIA)?

Yes No

3. Qualified Opportunity Zones:If the NIA includes a Qualified Opportunity Zones (QOZ) Priority in which you propose to either provide services in QOZ(s) or are in a QOZ, provide the QOZ census tract number(s) below:

Street2:

Country:

County:

Dr. Debra R Lamb

89 Washington Avenue

Room 115, EB

New York

NY: New York

122341000

USA: UNITED STATES

(917) 691-4901

[email protected]

OMB Number: 1894-0007Expiration Date: 12/31/2023

Project Director Level of Effort (percentage of time devoted to grant): 100

Alternate Email Address:



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Project Abstract – Performance Learning and Assessment Networks (PLAN) Project

1

The New York State Education Department (NYSED) proposes to implement the

Performance Learning and Assessment Networks (“PLAN”) project to guide the design,

development, and implementation of a new Statewide Assessment Strategy. The project will study

and document the steps and supports necessary to transition to a Statewide Assessment Strategy

that incorporates multiple measures of student learning to develop competencies necessary for

success in college, career, and civic life. NYSED will support a set of 30 Pilot Schools to select,

adapt, and implement effective performance-based learning and assessment (PBLA) models and

take part in intensive research, development, and implementation processes focused on what it

takes for a diverse set of schools to transition to schoolwide PBLA. Using a field-informed

approach to systemic change, we will develop systems of support, policies, guidance tools, and

resources to support schools across NYS to transition to PBLA. Specifically, NYSED will:

• Carry out PLAN Pilot Implementation over the four years of the grant, matching exemplar

Mentor Schools with Pilot Schools to serve as models and provide on-the-ground support.

• Conduct a rigorous Evaluation of the PLAN Pilot, leading to a field-informed set of

recommendations on the policies, regulations, and practices at the local, state, and federal

levels that enable PLAN to expand and be sustained beyond the pilot phase.

• Generate recommendations for a Statewide Assessment Strategy that incorporates multiple

measures of student learning and assessment, with a focus on PBLA; addresses key principles

of equity, transparency, validity, and reliability; identifies conditions for schools to transition

to multiple measure; and addresses multi-level barriers to implementation.

• Generate Road Maps for Transitioning to Schoolwide PBLA that will guide schools and

districts in their transition from “traditional” forms of assessment to schoolwide PBLA in

ways that support learning for all students.


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Project Abstract – Performance Learning and Assessment Networks (PLAN) Project

2

The proposed PLAN Outcomes for Pilot Schools are (1) increased stakeholder awareness,

understanding of, and support for PBLA; (2) changes in professional practices at Pilot Schools

supportive of PBLA; and (3) increases in student skills and competencies associated with readiness

for post-secondary outcomes. Proposed PLAN Outcomes at the System Level include (1) increased

stakeholder awareness, understanding of, and support for PBLA among stakeholders at all levels;

(2) changes in policies, budgets, staffing, and resource allocations to support PBLA at all levels;

and (3) increased capacity to support PBLA and use of multiple measures of assessment statewide.

The pilot will include 30 public schools from NYS’s diverse geographic regions, selected

from a pool of at least 100 schools who will participate in exploration and application processes,

as well as 10 Mentor Schools. At least 20% of NYS educators will engage with PLAN professional

learning resources. From this pilot, we will develop policy recommendations and resources to

ultimately make PBLA and multiple measures assessment systems available to NYS’s 700+ public

school districts, 4,000+ district schools, and 300+ charter schools, in urban, suburban, and rural

communities, and 2.5 million elementary and secondary school students from every social,

economic, and racial/ethnic background.

The proposed PLAN project meets Absolute Priority 1 (AP1), the Competitive

Preference Priority, and the Invitational Priority (IP). Under AP1, regulatory flexibility will

be granted to allow Pilot Students to demonstrate their mastery of NYS Learning Standards and

meet high school diploma requirements by successfully completing performance-based

assessments, as an alternative to passing the full complement of currently required suite of end-of-

course Regents Exams. For IP, extensive professional learning experiences will be implemented

for educators in Pilot Schools to increase their capacity to develop and use high-quality,

performance-based approaches to instruction and assessment to support student learning.


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Project Narrative – Performance Learning and Assessment Networks (PLAN) Project

1

TABLE OF CONTENTS

INTRODUCTION ........................................................................................................................... 2

SIGNIFICANCE ........................................................................................................................... 10

Capacity-building for Sustainability. ......................................................................................... 17

Project Utility – Enduring Resources. ....................................................................................... 21

PROJECT DESIGN ....................................................................................................................... 22

Goals, Objectives, and Outcomes. ............................................................................................. 22

Proposed Project in Context of NYS’s Comprehensive Reforms. ............................................ 33

Rationale. ................................................................................................................................... 35

PROJECT SERVICES .................................................................................................................. 37

Strategies to Ensure Equitable Access, Opportunity & Treatment. .......................................... 37

Equitable Systems & Multiple Measures. ................................................................................. 42

Supporting Improvements in Practice. ...................................................................................... 43

From Pilot to Statewide Assessment Strategy. .......................................................................... 45

ADEQUACY OF RESOURCES .................................................................................................. 47

PROJECT MANAGEMENT ........................................................................................................ 50

PROJECT EVALUATION ........................................................................................................... 57


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INTRODUCTION

The New York State Education Department (NYSED) proposes to implement the

Performance Learning and Assessment Networks (“PLAN”) project to guide the design,

development, and implementation of a new Statewide Assessment Strategy. The project will study

and document the steps and supports necessary to transition to a Statewide Assessment Strategy

that incorporates multiple measures of student learning to promote mastery of academic content

as well as cognitive and co-cognitive competencies necessary for success in college, career, and

civic life. The goal of the project is to improve instructional practices and educational outcomes

for students across ALL groups (race, ethnicity, socio-economic status, gender, English language

learner/multilingual learners (ELL/MLL), dis/ability, etc.).

NYSED developed the proposed PLAN Project in collaboration with educators,

educational leaders, researchers, and policymakers with expertise in building statewide systems of

assessment that draw upon multiple measures, as well as deep knowledge of the role of

performance-based learning and assessment in such systems. From this collaborative work, we

established several fundamental elements of the project that are reflected in our CGSA proposal:

1. Begin with existing evidence-based PBLA models to build a statewide strategy that is

responsive to diverse learning communities. NYSED will use implementation science to

support a set of 30 Pilot Schools to select, adopt, adapt, and implement performance-based

learning and assessment (PBLA) models that have already been proven effective to advance

learning for diverse student communities. This project does not seek to create a statewide

common PBLA system/model. Rather, we will develop systems of support, policies, guidance

tools, and resources to support schools across NYS to transition to PBLA and instructional


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practices that use multiple measures to assess student learning and are culturally responsive to

their local school communities.

2. Use data from multiple measures to guide continuous improvement at all levels. Pilot

Schools will transition to PBLA and use performance-based assessments to measure student

learning (e.g., portfolios, projects, debates, performances, presentations, exhibits, and/or

internships), alongside more traditional measures such as course grades and selected Regents

Exams. Regents Exams will continue be used to monitor performance at the aggregate level,

as well as monitor trends and patterns. The use of multiple measures will facilitate

identification of irregularities (e.g., misalignment between measures). Data on such trends,

patterns, or irregularities will inform continuous improvement so that educators and decision-

makers at all levels of the system—from classroom to school to district and state—can identify

and address root causes of any outcomes of concern.1

3. Focus on preparing students for postsecondary success, including college, career, and

civic engagement. Research shows that PBLA approaches can foster higher-order thinking

skills such as analysis, synthesis, evaluation, and communication; co-cognitive skills that

include collaboration, grit, resilience, perseverance, and growth mindset; and social-emotional

skills such as active listening, teamwork, responsibility, leadership, and motivation.2 Together

with knowledge of subject matter, these academic, co-cognitive, and social-emotional skills

encompass many of the requirements for postsecondary success in the contemporary world.3

By integrating multiple measures of student learning in our Statewide Assessment Strategy, we

will be better able to ensure that ALL students are prepared for postsecondary success.

4. Support teachers to make necessary instructional shifts. Research has proven that

performance-driven approaches to teaching and learning have a positive impact on


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instructional practices and school culture,4 but teachers need support—including training,

professional development, coaching, and resources—so that they can align their curriculum,

instruction, and assessment practices. A core component of the PLAN Pilot will be

documentation of barriers and effective approaches to supporting teachers to make these

instructional shifts. We will then turn this documentation into useful guidance and resources.

5. Support school communities to understand new forms of assessment and engage in the

transformation processes. From the exploratory stage through full implementation, the

PLAN Pilot Schools will engage all school stakeholders in the transformation process.

Integrating multiple measures of student learning will entail major cultural shifts for many

schools. Therefore, long before students engage in and are evaluated through PBLA, both

students and families must understand the who, what, when, where, why, and how of PBLA.

Approach Built on Useable Innovations and Lessons Learned. The PLAN Project will

build upon the successful implementation of PBLA approaches by several school networks

currently operating in NYS that have pioneered performance-driven shifts in teaching and learning,

such as the International Baccalaureate, the New York (NY) Performance Standards Consortium

(“Consortium”), and school networks implementing high-quality career and technical education

(CTE). These approaches—among many others operating nationwide5—have demonstrated the

impact of PBLA on student outcomes through the long-term postsecondary readiness and success

of the populations of students they have served.6 For example, a longitudinal study found that

students at the 38 Consortium schools graduate from high school at higher rates than their New

York City (NYC) peers: 84% of Consortium students who started high school in Fall 2014

graduated in four years, compared to 77% of all NYC students.7 Moreover, 96% of students who


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graduated from Consortium schools that same year met the City University of New York (CUNY)

college readiness indicators, compared to 68% of their peers at other NYC schools.

While these student outcomes are promising, they have been accomplished with only a

small fraction of the state’s—and country’s—enormous population of public school students.8

Researchers who study the implementation of PBLA find that the challenges of scaling up include

“the force of tradition, the time and diligence needed to score the assessments reliably in high

school and to examine them in colleges, and the learning curve associated with the development

of strong assessment designs.”9 While the researchers note that many of the “technical” challenges

of developing and scoring performance assessments have been addressed in recent years, “the

challenges of defining goals and changing institutional behaviors and practices remain.”10

These challenges in achieving transformational change in school-level instruction,

assessment practices, and cultures underscore the hard lessons NYSED has learned over the years—

as have many other states.11 NYS’s educational landscape has seen significant changes in assessment

policies and practices. Although the transition to the Common Core Standards is fresher in the public

memory, phase-out of the basic-skills “Regents Competency Tests” two decades ago is an even more

relevant example: Over a relatively brief period and with limited support, teachers were expected to

begin preparing all students to pass Regents Exams, which previously had been only for college-

bound students. This was an attempt to drive a major culture shift through a top-down change in

assessment and graduation requirements. As a result, implementation was uneven—in other words,

inequitable—and, at best, only partially successful.12

Through these experiences, NYSED has seen firsthand how state-initiated changes in

assessment and accountability policies and practices that lack sufficient prior understanding of the

conditions and supports schools and districts need to effectively transition to new systems can


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cause inequitable outcomes in implementation. We have learned how lack of preparation for local

implementation can hurt our students and schools in an inequitable manner that is deeply tied to

local needs and resources.13 That is, higher-resourced schools and districts typically manage to

adapt and transition to state policy changes with relatively less difficulty, while high-need and

struggling schools and districts disproportionately suffer when state implementation drivers do not

begin with adequate knowledge, strategies, and preparation to support the implementation of

statewide policy transitions (see Project Design for more on our use of implementation science).

Now, our state is engaged in a long-term initiative to reimagine what a high school diploma

should signify in the contemporary world, known as the Graduation Measures initiative (see

Project Design section for more on this broader, comprehensive reform).14 Dr. Lester W. Young,

Jr., Chancellor of the NYS Board of Regents, has stated:

A ‘one-size-fits-all’ approach to education does not work for many of our students… We

owe it to the students of New York State to provide an education system that is challenging

and rewarding, but also allows them to show what they have learned using multiple

measures.15

Accordingly, as the Graduation Measures initiative progresses, NYS needs to prepare to transition

to a system of multiple measures, with specific consideration of successful PBLA innovations such

as those pioneered by the school networks highlighted above (see Project Significance section for

definition of multiple measures). As the recommendations for our state’s future educational

assessment system looms on the horizon, NYSED is actively working to prepare for the policy

changes that are to come so that our students and schools are better supported when the time for

statewide implementation arrives.


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Field-Informed Approach to Statewide System Change. NYSED proposes to address the

challenges described above and use the lessons our state has learned by using a field-informed

approach to systemic change. We will begin with a pilot implementation to collect the necessary

evidence on how schools can successfully—and equitably—transition to performance-driven

systems of teaching and learning that utilize multiple measures. From this pilot, we will develop

policies, guidance tools, and resources to make PBLA and multiple measures assessment systems

more widely available to our 2.5 million students. Specifically, through this project, NYSED will:

• Carry out PLAN Pilot Implementation over the four years of the grant. The pilot will include

30 public schools from NYS’s diverse geographic regions, serving diverse student populations.

NYSED will partner with organizations that operate successful, evidence-based PBLA

instructional and assessment models. These partners will provide exemplar Mentor Schools to

match with the 30 Pilot Schools, thereby creating 10 regional Pilot Networks wherein the

Mentor Schools will serve as models for replication and adaptation, help to transfer knowledge,

and provide on-the-ground support.

• Conduct a rigorous Evaluation of the PLAN Pilot to guide continuous improvement during

the four years of the program and lead to a field-informed set of recommendations for a

Statewide Assessment Strategy and Road Maps for Transitioning to Schoolwide PBLA

(described below). Furthermore, the Evaluation will help identify policies, regulations, and

practices at the local, state, and federal levels that must be addressed in order for PLAN to

expand beyond the pilot phase and for PBLA to be sustained at all participating schools—that

is, to ensure NYSED is prepared to effectively support an equitable statewide implementation

of the impending recommendations for NYS’s high school graduation requirements.


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• Generate a field-informed set of recommendations for a Statewide Assessment Strategy that

will incorporate multiple measures of student learning and assessment, with a focus on PBLA.

The recommendations will address key principles of equity, transparency, validity, and

reliability; identify key supports and conditions for schools to transition to assessment systems

that use multiple measures; and present possible solutions for addressing barriers to

implementation at the school, district, and state level.

• Generate Road Maps for Transitioning to Schoolwide PBLA that will guide schools and

districts in their transition from “traditional” forms of assessment to schoolwide PBLA, in

ways that support learning for ALL students. The Road Maps will be developed from the

experiences of PLAN Pilot Schools (see above) and will focus on the shifts schools and

districts need to make in order for PBLA to be successfully implemented. The shifts will

address all information and guidance needs, ranging from assessment design and development

to curriculum and instruction, parent/family engagement and communication, professional

development and support, and budgeting and resource allocation. A key element of the Road

Maps will be guidance on establishing and sustaining assessment literacy among leaders,

educators, parents, students, and families/ communities so they can better understand and more

effectively use information about student performance on assessments to improve teaching and

learning. In essence, shifting to PBLA is a whole-school transformation process that requires

a comprehensive and holistic approach to change (see Project Design for our use of

implementation science to guide the change processes).

The proposed PLAN Project is grounded in a proactive approach to preparing schools and districts

to turn our state-level objectives into effective practices at the local level. In effect, the PLAN Pilot

component of our proposal is the field test that will ensure alignment between state-level initiatives


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and the conditions—and supports—schools and districts require to enact them in preparation for the

comprehensive policy changes NYSED is actively pursuing. In support of these aims, NYSED will

adopt provisional regulations for the PLAN Pilot that will provide participating Pilot and Mentor

Schools with flexibility from the current statewide assessment program—in particular, students in

participating schools will be able to meet diploma requirements based on multiple measures of their

mastery of state learning standards, thus enabling educators and students to fully engage in

transformational instructional and institutional changes to a performance-driven system (see Project

Design for information on regulatory flexibilities).

CGSA Priorities. The 2022 CGSA program provides a timely, well-aligned opportunity to

support NYSED’s PLAN Project in accomplishing these aims. The proposed project, as described

in the following pages, meets Absolute Priority 1 (AP1), the Competitive Preference Priority

(CPP), and the Invitational Priority (IP). In short, this proposal will explain:

• AP1. Pursuant to pilot regulations, flexibility will be granted to allow PLAN Pilot students to

demonstrate their understanding and mastery of NYS Learning Standards and meet high school

diploma requirements by successfully completing performance-based assessment tasks, as an

alternative to passing the full complement of currently required suite of end-of-course Regents

Exams, thus enabling NYSED to study under which conditions schools across different

geographic regions of NYS serving diverse student populations can transition from a system

driven by traditional, standardized end-of-course assessments to a system of multiple

assessment measures that incorporates high-quality, student-centered, and locally developed

performance-based tasks aligned with NYS Learning Standards.

• CPP. Pilot Schools will form local stakeholder committees of parents/guardians, students,

educators, and community members, and, in consultation with these local stakeholder


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committees, PLAN Pilot Schools will implement strategies to provide detailed, personalized

feedback and reporting on performance tasks that provide deeper insight into student learning

in a transparent, useful way for educators, parents/guardians, students, and other stakeholders.

Extensive professional learning will be provided to educators on developing, administering,

and scoring performance assessments, interpreting the results, and using them to better support

teaching and learning. Assessment literacy workshops will be provided for parents/guardians,

higher education admissions staff, and interested employers, to help them interpret

performance assessment results.

• IP. The PLAN Pilot will implement extensive professional learning experiences for educators

in Pilot Schools to increase their capacity to develop and use high-quality, performance-based

approaches to learning and assessment that better enable educators to provide culturally and

linguistically responsive, student-centered instruction; and modify instruction to support

student learning. Moreover, the pilot will build professional development capacity among

existing NYS support networks—such as NYS’s Staff/Curriculum Development Network

(SCDN), Regional Bilingual Resource Networks (RBERNs), and Special Education Training

and Resource Centers (SETRC)—so that by the end of the project, NYS will have a

professional development and support infrastructure poised to support scaling.

SIGNIFICANCE

Need for Project – Performance Gaps & Unmet Learner Needs in NYS. NYSED is part

of one of the largest and most diverse educational systems in the United States. NYS’s system

includes over 700 public school districts, over 4,000 district schools, and 300+ charter schools,

located in a diverse range of urban, suburban, and rural communities. Across these geographically

diverse communities, our public schools serve 2.5 million elementary and secondary school


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students from every social, economic, racial, and ethnic background. NYSED’s mission is to raise

the knowledge, skills, and opportunity of all people in NYS. Accordingly, NYSED is committed

to creating equity for all students to prepare for college, careers, and civic engagement, regardless

of background, zip code, ELL/MLL status, or dis/ability. Unfortunately, NYSED student

performance data shows that we have not yet achieved our goals. NYS’s rigid high school diploma

system, rooted in successful passage of standardized tests, is not working for everyone, and the

academic, co-cognitive, and social-emotional skills of too many students—particularly our most

vulnerable students—are not being adequately captured by our current state assessment system.

For example, most NYS students currently pursue two types of diplomas:

1. NYS Local Diploma, which requires students achieve a passing score of 65 or higher on 3 of

the 5 required Regents Exams, or a NYSED-approved alternative,16 in English Language Arts

(ELA), Mathematics, Science, Social Studies, and one of the pathways approved by NYS’s

Board of Regents, and a score of 60-64 on the remaining 2 exams.

2. NYS Regents Diploma, which requires students achieve a passing score of 65 or higher on all

5 required Regents Exams, or a NYSED-approved alternative, in ELA, Mathematics, Science,

Social Studies, and one of the pathways approved by NYS’s Board of Regents.

Additionally, many students pursue a NYS Regents Diploma with Advanced Designation

(“Advanced Regents”), which requires that students achieve a passing score of 65 or higher on two

additional math assessments and one additional science assessment and complete a sequence in

either a World Language, CTE, or the Arts in addition to the suite of 4-5 Regents Exams required

for a Regents diploma.

However, NYS graduation data shows that disparities exist among student groups in the

type of diploma awarded, with low-income students and students of color much less likely to


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graduate with an Advanced Regents diploma than their peers in low and average need districts.17

NYSED’s August 2019 high school graduation data in Exhibit 1 shows that nearly half of non-

economically-disadvantaged students graduating from a NYS public school within their four-year

cohort obtained an Advanced Regents Diploma, compared to only 20% of low-income graduates.

Moreover, NYSED high school graduation data also shows disparities related to economic status

at the school district level. Exhibit 2 shows that 20% or fewer students in NYS’s high-need

metropolitan school districts obtained an Advanced Regents diploma, compared to 58% of students

in low-need districts. Previous years of data reflect similar disparities.

Exhibit 1 Exhibit 2

Sources: NYSED Data Site, High School Graduation Rates 2019 (August 2015 4-year cohort). A similar picture—and similar trends—in inequity are evident in the percentage of students who

meet or exceed proficiency on Regents Exams. Exhibit 3 and Exhibit 4 show that NYS’s English

language learners (ELLs) and students with disabilities tend to demonstrate lower levels of

proficiency on Regents Exams across all subject areas—suggesting that our state’s current

assessment system is not adequately capturing the diverse skill sets of NYS’s student population.


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Exhibit 3 Exhibit 4

Source: NYSED Data Site, School Report Card 2018-19 (Selected Exams).

Not only is NYSED’s state assessment program used as the basis for many consequential

decisions about students and schools, but—precisely because of those consequences or “stakes”—

it also tends to drive the way that instruction is done, particularly in low-income schools where

testing and “test prep” have too often displaced art, music, recess, and other creative opportunities.

This reality and the performance gaps depicted above illustrate inequitable educational experiences

among NYS’s diverse learners. As these inequities in attainment have persisted over the years, it

is clear that the performance gaps reflect pernicious and pervasive structural inequities.

NYSED has attempted to close student performance gaps by adopting shared learning

standards and supporting teachers in aligning curriculum and instruction to those standards.

However, the measures used to assess whether students are demonstrating proficiency in meeting

those standards in order to graduate from high school have been—and continue to be—the same

standardized, end-of-course assessments. The system currently in place in NYS, which places high

stakes on each “single measure” test in a conjunctive battery of standardized assessments, simply

does not account for the diverse learning needs of our state’s student population.

Exhibit 5 shows that a range of other forms of assessment exist, each serving different

purposes in a comprehensive assessment system. That is, while traditional tests and Regents Exams

collect valuable student performance data for identifying aggregate trends and conducting


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statewide monitoring, the more in-depth performance-based assessments can be used to more

authentically measure what students know and can do; build academic cultures of inquiry and

accountability for students and educators; enable rich, culturally and linguistically responsive

education to flourish; provide active learning opportunities for students; and signal the types of

instructional tasks many would like to see in classrooms.

Exhibit 5: Continuum of Assessments

Adapted from: Maier, Adams, Burns, Kaul, Saunders, and Thompson (2020).

Research shows that measuring student learning effectively—especially when predicting

postsecondary success—requires multiple measures that are considered holistically.18 Numerous

studies have found that a student’s high school grade point average (GPA) and/or class rank—

which are based on students’ authentic work in the classroom—are the strongest predictors of

college success. In fact, college admissions test scores like the SAT and ACT only increase the

accuracy of predictions slightly when added to these other measures.19 Indeed, a multiple measures

system of performance assessment can be a powerful educational approach that produces

exceptional results for students because teachers can use authentic assessments to not only see how

well students understand specific topics, but also how students can apply their understanding to

different scenarios and real or plausible problems and challenges.


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Addressing the Need – Multiple Measures to Assess Performance. For these reasons,

NYSED is proposing the PLAN Project to guide the design, development, and implementation of

a new Statewide Assessment Strategy that incorporates multiple measures of student learning to

promote mastery of academic content as well as cognitive and co-cognitive competencies

necessary for success in college, career, and civic life. The ultimate goal of the project is to improve

instructional practices and educational outcomes for ALL students. As Darling-Hammond (2017)

explains: “Rather than trying to have one test address all needs, different methods can be combined

in a system of assessments that strategically uses different types of information for different

purposes.”20 This strategic approach to a system of multiple measures is what NYSED proposes

to test through the PLAN Project.

Schools that participate in PLAN—both Pilot Schools and Mentor Schools—will receive

regulatory flexibility to substitute the successful completion of performance-based assessments for

passing scores on the typical suite of state summative assessments.21 Students will still be required

to complete the state assessments included in NYS’s federal accountability plan, without stakes

attached related to meeting graduation requirements. To the extent possible via regulation and

policy, NYSED will work with local officials to minimize the stakes attached to these state

assessments for purposes of evaluating educator effectiveness or school accountability.22 This

assessment flexibility will mean that teachers will not feel compelled to “teach to the test” and can

instead focus instruction on “performance-based learning” that includes authentic, inquiry-driven

learning experiences. Graduation for students in the PLAN Pilot and Mentor Schools will,

therefore, be based on a flexible portfolio of courses and assessments, with multiple paths available

for NYS students to best demonstrate their readiness for college, career, and civic engagement.


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As discussed in detail in the Project Design section, NYSED proposes to put performance-

based learning methods and assessments (PBLA) at the heart of our efforts to transform teaching,

learning, and assessment such that we better prepare our students for college, career, and civic life.

Performance-based learning is designed to help students acquire and apply knowledge, practice

skills, and develop independent and collaborative work habits, thus focusing on depth of student

learning in a manner that results in students obtaining—and retaining—transferrable skills, as

opposed to memorization strategies that dissipate over time. Research suggests that the advanced

skills students acquire through performance-based learning—such as critical thinking, problem

solving, mathematical reasoning, crafting a persuasive essay that marshals logical argument and

supporting evidence—will better prepare them for success in college and in their careers, and as

an active participant in our democracy.23

Through the PLAN Project, educators in the Pilot Schools will be empowered to explore,

select, adopt, adapt, and implement evidence-based PBLA models that align with NYS Learning

Standards as well as with the goals and needs of their students and school communities. Pilot

Schools will re-orient their instructional cultures around their chosen PBLA model in ways that

are culturally responsive and engaging for educators and students alike. Each PBLA model used

by Pilot Schools must meet the threshold of “evidence-based.” While the Advisory Panel and

Workgroups will fully define “evidence-based” in the first 3 months of the grant period, the

definition will require that PBLA models use techniques such as standards-aligned common

rubrics; moderation studies to ensure reliability; and scoring by external evaluators.24 Each Pilot

School will be part of a Pilot Network that includes two other Pilot Schools implementing the same

PBLA model as well as a Mentor School that has experience in implementing the model. This


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structure, which is explained fully in Project Design, will help ensure that the evidence-based

practices of the PBLA model are implemented with fidelity.

The results of the performance-based assessments generated at the Pilot Schools will be

used to determine whether students at those schools meet course and diploma requirements.

Concomitantly, the stakes attached to Regents Exams will be minimized and their use limited to

purposes such monitoring performance at the aggregate level (across schools), as well as

monitoring trends, patterns, or irregularities within and across schools (e.g., significant

misalignment across measures for which we would expect to see a high degree of correlation). 25

Data on all measures will be used as appropriate to inform continuous improvement at the school,

network, and CGSA project levels, so that educators and CGSA project staff can identify and

address root causes of outcomes of concern, be they instructional practices, availability of training

and resources, misaligned policies, etc.

Capacity-building for Sustainability. Among the many lessons learned by states

attempting to implement performance-driven approaches to teaching and learning in their schools,

New Hampshire’s implementation of the Performance Assessment of Competency Education

(PACE) pilot provided the nation with the clearest lesson that this transformative work is “a heavy

lift” for districts and educators.26 In his 2014 study of what has and has not worked across decades

of school reform and educational innovation in American public schools, Joe McDonald describes

the environment necessary for success as an “action space” for innovation that brings together

“educators, leaders, and reformers [to] guide the social capital of civic leaders and the financial

[and political] capital of governments, foundations, corporations, and other backers toward true

results.”27 Our approach to building such an “action space” requires intensive capacity building at

all levels—school, district, and state—to ensure success. This multi-level systemic alignment and


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capacity building is essential for the kind of deep and holistic transformations required for effective

implementation of PBLA as part of a Statewide Assessment Strategy to use multiple measures of

student learning.

Our capacity-building approach begins at the ground level. Through the PLAN Pilot, we

will support 30 Pilot Schools to transition to PBLA. We will help the Pilot Schools build capacity

at school, community, and network levels:

• At the school level, Pilot Schools will form school-based transition teams that include school

leaders, teachers, support staff, and students who will strategize, guide, and support the

transition from “traditional” modes of instruction and assessment to a system that uses multiple

measures built around evidence-based approaches to PBLA. The Pilot Schools will engage in

comprehensive transformations of teaching and learning with capacity-building focused on key

areas that research has demonstrated are drivers of success—or failure—in school-based

instruction, curriculum, and assessment initiatives.

• At the community level, NYSED will support each Pilot Network in forming local

stakeholder committees in the communities where the Pilot Schools are located. These local

stakeholder committees will include representation from local educators, policymakers, and

community-based organizations of parents and advocates, and be designed to help Pilot

Schools shape performance-based assessments and processes that are transparent and reflect

and extend local community assets, cultures, and commitments.

• At the network level, Pilot Schools will be grouped into networks of peer Pilot Schools and

matched with Mentor Schools that have successfully implemented the Pilot School’s chosen

evidence-based PBLA model (see Project Design for more information). Each Pilot Network


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will be matched with a Professional Development Provider with expertise in PBLA

implementation, to provide direct training and support.

• At the state level, NYSED will convene an Advisory Panel and Workgroups composed of

experts in all aspects of the project and will coordinate exploratory professional learning

experiences for interested schools and districts to learn about PBLA and the transition process

prior to beginning implementation (see Project Management for more information).28

From this PLAN Pilot, NYSED will learn how to build capacity from the ground-up. We will use

this knowledge to expand performance assessment literacy and PBLA professional development

capacity across NYS’s educational landscape so that by the end of the project, NYS will have an

established infrastructure that is READY to support scaling of PBLA and multiple-measure

assessment systems (see more information on infrastructure in the following sections).

Ultimately, the PLAN Project will be grounded in three key areas of capacity-building:

1. Build a strong, broad, and shared knowledge base on PBLA among teachers, schools,

leaders, and other stakeholders. Research shows that autonomy is not enough to foster

curricular reforms at the school level. Without a strong knowledge base, such initiatives can

be “piecemeal, fragmented, and shallow.”29 Therefore, the PLAN Project will provide Pilot

Schools with intensive education and training in the principles and fundamentals of PBLA

prior to school-level implementation of specific models. The project will also help school

leaders and educators engage and educate their community stakeholders—especially

parents/guardians and families—on PBLA, so they can understand and support the transition

to performance-driven instruction and assessment.

2. Provide models and mentors experienced in PBLA to support teachers and leaders

during implementation. Research shows that many educators waste time “re-inventing the


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wheel” when implementing curricular reforms, leaving them “without sufficient time and

energy to be effective in teaching.30 Further, performance-based learning requires extensive

changes and modifications to teaching strategies and classroom activities in order to

synchronize learning objective with measurement targets and establish a close alignment

across curricula, instruction, and assessment. Teachers therefore need professional

development that demonstrates for them the instructional shifts required to implement

performance-based learning in their classrooms. As highlighted in the Introduction, there are

a number of evidence-based PBLA models and approaches currently being implemented in

NYS schools. The exemplar Mentor Schools that the Pilot Schools will be matched with will

be from these models and have experience that can help guide their implementation. Mentor

Schools will provide opportunities for Pilot School staff to visit and, when feasible, become

short-term resident faculty through faculty exchange programs or fellowships.

3. Build facilitative leadership within and across the schools that engages entire school

communities in transitioning to a performance-driven school culture. Research shows that

“reliance on school management to steer school-based reforms has prevented the development

of a new culture” required for sustainable reforms.31 Through the creation of regional Pilot

Networks, the project will emphasize peer-to-peer support strategies such as school-based and

inter-school Communities of Practice (CoP) to guide PBLA implementation through the “Plan-

Do-Study-Act” improvement cycle. Moreover, consistent with NYSED’s Culturally

Responsive and Sustaining Education (CRSE) Framework—which explains the importance of

leveraging community assets and embedding community input in the educational process—

Pilot Schools will form local stakeholder committees (see above) in their communities to

engage in the implementation process.


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These capacity-building strategies are discussed in more detail in the Project Services section.

Project Utility – Enduring Resources. NYSED proposes to partner with researchers from

the City University of New York (CUNY) to document and evaluate the pilot implementation.

This documentation and evaluation work, described fully in Project Evaluation, will gather

quantitative and qualitative data at three levels of research—state, school, and student—that will

directly inform development of the following enduring, statewide resources and tools:

1. Statewide Assessment Strategy – Findings from the evaluation of the PLAN Pilot will inform

the design, development, and implementation of a Statewide Assessment Strategy that uses

multiple measures of student learning and assessment, with a focus on PBLA. The

recommendations will address key principles of equity, transparency, validity, and reliability;

identify key supports and conditions for schools to transition to assessment systems that use

multiple measures; and present possible solutions for addressing barriers to implementation at

the school, district, and state level.

2. Road Maps for Transitioning to Schoolwide PBLA – Documentation of the implementation

processes at the Pilot Schools will guide creation of Road Maps for Transitioning to

Schoolwide PBLA. The Road Maps will focus on the shifts schools and districts need to make

in order for PBLA to be successfully implemented, in domains ranging from assessment design

and development to curriculum and instruction, parent/family engagement and

communication, professional development and support, and budgeting and resource allocation.

A key element of the Road Maps will be guidance on establishing and sustaining assessment

literacy among leaders, educators, parents, students, and families/communities so they can

better understand and more effectively use assessments and the information they generate to

support teaching and learning.


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3. Recommendations & Guidance Documents for Implementing Multiple Measures – In

addition to the Road Maps, NYSED will use findings from the Evaluation as well as input from

our Advisory Panel to develop recommendations and guidance documents for schools,

districts, and other stakeholders such as higher education and industry. These documents will

recommend policies, practices, and partnerships to support implementation of multiple

measures in student assessment at all levels.

The Project Design section of this includes a Logic Model that illustrates the role of these enduring

resources (“Outputs”) in achieving the overall project vision.

PROJECT DESIGN

NYS’s PLAN Project is designed to understand and address the conditions under which

schools across different geographic regions, serving diverse student bodies, can effectively

transition from an instructional system built around high-stakes, standardized, end-of-course

assessments to a system using multiple measures of student achievement. The proposed PLAN

Project will guide the design, development, and implementation of a Statewide Assessment

Strategy that incorporates multiple measures of student learning in order to improve educational

outcomes for ALL students. The project includes a pilot—in effect, a field test—that will ensure

alignment between state-level objectives and initiatives and identify the supports and conditions

that a diverse range of schools and districts require to enact them.

Goals, Objectives, and Outcomes. In pursuit of these aims, the proposed PLAN Project

has four main goals, outlined below:

Goal 1: Establish a field-informed set of recommendations for transitioning to a Statewide

Assessment Strategy that incorporates multiple measures of student learning.


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Objective 1.1: Conduct an intensive pilot (PLAN Pilot) in which schools transition from

“traditional” modes of teaching and assessment to a multiple measures system built around a

culture of performance-based learning and assessment (PBLA).

• Outcome 1.1a – Thirty Pilot Schools will transition to a multiple measures system driven by

PBLA approaches, evidenced by the expanded use of culturally and linguistically responsive,

cross-school, validated, high-quality performance-based assessments in Pilot Schools.

Objective 1.2: Conduct an external evaluation of the PLAN Pilot implementation process to

identify key drivers of change/transition at the school and district levels, including resources,

policies, professional support/development, etc.

• Outcome 1.2a – Reports from the external evaluator submitted to NYSED and the PLAN

Project Advisory Panel (see Project Management for full discussion of the Advisory Panel).

Objective 1.3: Use the data collected on key drivers of change/transition at the school and district

levels to inform design and development of a Statewide Assessment Strategy.

• Outcome 1.3a – PLAN Advisory Panel regularly reviews evaluation data.

• Outcome 1.3b – PLAN Advisory Panel makes recommendations for the Statewide Assessment

Strategy that are informed by the pilot data.

Goal 2: The field-informed set of recommendations for a Statewide Assessment Strategy (see

Goal 1) addresses the needs and learning outcomes of ALL students.

Objective 2.1: The recommendations for a Statewide Assessment Strategy align with other

statewide policies, regulations, initiatives, reforms, and guidance documents designed to ensure

equitable student learning opportunities and culturally and linguistically responsive and sustaining

learning environments and experiences.


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• Outcome 2.1a – The recommendations for a Statewide Assessment Strategy are coordinated

and aligned with the work of NYSED’s Graduation Measures initiative.

• Outcome 2.1b – The recommendations for a Statewide Assessment Strategy align with

NYSED’s Culturally Responsive and Sustaining Education (CRSE) Framework.

• Outcome 2.1c – The recommendations for a Statewide Assessment Strategy align with

NYSED’s Social Emotional Learning (SEL) Benchmarks.

• Outcome 2.1d – The recommendations for a Statewide Assessment Strategy align with the NYS

Board of Regents Policy Statement on Diversity, Equity and Inclusion in NY schools.

Objective 2.2: The recommendations for a Statewide Assessment Strategy are built upon data

collected from a pilot that includes a diverse set of schools, representative of the full range of

students and communities across NYS.

• Outcome 2.2a – The PLAN Pilot includes schools from across NYS that are diverse in terms

of school size, community demographics, and ESSA accountability designations.

• Outcome 2.2b – Collectively, the PLAN Pilot Schools serve a diverse student population that

is representative of NYS’s student population, including schools that serve diverse sets of

students in terms of socio-economic status, race and ethnicity, neurodiversity and students with

disabilities, and ELL/MLL. 32

Objective 2.3: The recommendations for a Statewide Assessment Strategy are designed to help

students gain the knowledge and cognitive, co-cognitive, and social-emotional skills necessary for

postsecondary success in our contemporary world.

• Outcome 2.3a – Recommendations are based on predictive validity of PBLA.

• Outcome 2.3b – Recommendations include strategies for alignment between high school

assessments and college admissions practices within NYS.


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• Outcome 2.3c – Recommendations include strategies for alignment between high school

assessments and what NYS employers are looking for.

• Outcome 2.3d – Recommendations include strategies for alignment between high school

assessments and civic readiness.

Goal 3: Establish field-informed Road Maps for Transitioning to PBLA that support schools

and districts to shift from a system driven by “traditional” assessments to a multiple

measures system built around a culture of PBLA.

Objective 3.1: Use data from the PLAN Pilot to identify key school- and district-level drivers for

transitioning to PBLA.

• Outcome 3.1a – Roadmaps reference implementation data from the pilot to identify key drivers

in transitioning to PBLA, such as policies and practices related to staffing, budgeting,

professional development, etc.

Objective 3.2: Use data from the PLAN Pilot to identify key school- and district-level shifts that

must be made to transition to PBLA.

• Outcome 3.2a – Roadmaps reference implementation data from the pilot to explain and model

key shifts, such as reorganization of staffing, reallocation of budgets, aligning professional

development plans, community engagement, etc.

Objective 3.3: Use data from the PLAN Pilot to identify and make recommendations to address

barriers to implementation of PBLA at the school, district, and state levels.

• Outcome 3.3a – Roadmaps identify and recommend fixes for implementation elements that

inhibit the transition process – “roadblocks” – at the school, district, and state levels.

• Outcome 3.3b – Roadmaps identify and recommend solutions/adjustments for elements that

slow down the transition process at the school, district, and state levels.


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• Outcome 3.3c – Roadmaps identify unintended outcomes of implementation among the pilot

schools and offer strategies for how to integrate positive unintended outcomes and

address/avoid/resolve negative unintended outcomes.

Goal 4: Establish assessment literacy among educators, parents/guardians, and

families/communities so that they understand and can effectively use information about

student performance on assessments to improve teaching and learning.

Objective 4.1: Develop and implement statewide communication strategies to inform stakeholders

about the PLAN Project and disseminate best practices and lessons learned.

• Outcome 4.1a – At least 20% of NYS public school educators sign up for the listserv,

participate in webinars/information sessions, submit FAQs, and/or access PLAN professional

learning videos and other resources over the grant period.

• Outcome 4.1b – At least 100 high schools and middle schools across NYS engage in the pre-

application readiness assessment and application process to join the PLAN Pilot.

• Outcome 4.1c – Updates and preliminary findings from pilot implementation are published

quarterly on the PLAN website and via the PLAN listserv.

• Outcome 4.1d – Findings on pilot implementation best practices and lessons learned are

presented to state education policymakers at a public meeting of the NYS Board of Regents.

Objective 4.2: PLAN Pilot Schools engage educators, parents/guardians, families/communities,

and students in all phases of the transition process, including forming local stakeholder

committees.

• Outcome 4.2a – All applications to the PLAN Pilot include educator, parent/guardian,

family/community, and student engagement plans that use accessible and responsive measures

to assess stakeholder understanding of and buy-in to PBLA.


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• Outcome 4.2b – All PLAN Pilot School educator, parent/guardian, family/community, and

student engagement plans include implementation of strategies to provide personalized

feedback and reporting on performance tasks.

• Outcome 4.2c – All PLAN Pilot Schools implement their educators, parent/guardian,

family/community, and student engagement plans with fidelity.

• Outcome 4.2d – More than 70% of educators in PLAN Pilot Schools will report support for

PBLA at the end of Grant Year 2.

• Outcome 4.2e – More than 80% of educators in PLAN Pilot Schools will report support for


• Outcome 4.2f – More than 90% of educators in PLAN Pilot Schools will report support for


Objective 4.3: PLAN Pilot Schools provide educators and parents/guardians with learning

experiences on performance assessment literacy.

• Outcome 4.3a – To support validity and sustainability of PBLA, all PLAN Pilot Schools

institute ongoing professional learning experiences and training for teachers, support staff, and

school leaders on developing performance assessments, interpreting the results, and using them

to better support teaching and learning.

• Outcome 4.3b – All PLAN Pilot Schools provide opportunities for parents/guardians and

members their school communities to view student performances, as well as providing

workshops on interpreting student performance assessment results.

Comprehensive, FIELD-informed Approach to Systemic Change. NYSED will

accomplish these goals and objectives by using a field-informed approach to continuous

improvement and systemic change that integrates three components: 1) PLAN Pilot; 2) Evaluation;


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and 3) System Change. One large cohort of schools (30 schools statewide) will implement PBLA

and take part in intensive research, development, and implementation processes on what it takes

for a diverse set of schools to transition from “traditional” forms of teaching, learning, and

assessment to schoolwide PBLA approaches. This work will guide development of resources for

the field as well as systemic changes supportive of both PBLA and the overall use of multiple

measures to assess student performance. At the same time, the reverse flow of information,

experiences, and guidance will also take place through a continuous improvement process. Exhibit

6 illustrates the relationship between these components.

Exhibit 6 – Field-Informed Approach to Continuous Improvement & Systemic Change

This approach is grounded in implementation science. A core goal of implementation

science is to close the gap between what we know and what we do by identifying and addressing

the barriers that inhibit the adoption of evidence-based practices, as well as the strategies and

policies that advance their implementation. A key assumption of the implementation science model

is that implementation begins with an evidence-based practice (EBP). EBPs are practices that “are

backed by rigorous, high-standard research, replicated with positive outcomes and backed by their

effects [on] student outcomes.”33 In the PLAN Pilot, the EBPs are evidence-based PBLA models.

PLAN Pilot Grounded in Implementation Science. We have designed the PLAN Pilot to

align with the “Active Implementation Framework,” which turns implementation science from

theory into action. The Active Implementation Framework includes five elements necessary for


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effective adaptation and implementation of EBPs: (1) Useable Innovations, or EBPs that can be

adapted to new environments—to be deemed “useable,” the EBPs must be teachable, learnable,

doable, and assessable; (2) Implementation Stages, which, for implementing an EBP includes the

four phases of Exploration, Installation, Initial Implementation, and Full Implementation; (3)

Implementation Drivers, or core components needed to initiate, support, and sustain change in

the areas of Competency, Organization, and Leadership; (4) Implementation Teams, that are

accountable for “making it happen” and include individuals with experience and expertise in

implementing the evidence-based practices, who actively support implementation of the EBPs;

and (5) Improvement Cycles—the engine that powers forward momentum for implementation is

the Plan-Do-Study-Act Cycle (PDSA). PDSA engages those implementing the EBPs in a data-

driven inquiry process that helps them identify and address challenges as well as identify and refine

effective practices. Exhibit 7 shows that the PLAN Pilot design includes all five of these elements.

Exhibit 7 – PLAN Pilot Design uses Active Implementation Framework

Useable Innovations à Evidence-based PBLA Models – The PLAN Pilot Schools will adapt

evidence-based PBLA models (useable innovations). School networks across NYS and


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elsewhere have been effectively implementing PBLA approaches since at least the 1990s.

NYSED has been working with organizations that lead such model networks over the past

7 months under a private grant from the Carnegie Corporation of NY to build state-level

capacity to launch the PLAN Pilot. Among the evidence-based PBLA approaches NYSED

has consulted with are: International Baccalaureate (IB), the NY Performance Standards

Consortium (“Consortium”), and school networks implementing high-quality CTE.

Implementation Stages à 4 Stages of PLAN Pilot – The implementation stages will take place

across the four years of the grant (see Timelines in Project Management) and include: 1)

Exploration of evidence-based PBLA models; 2) Installation of the elements required for

implementation of the PBLA model; 3) Initial Implementation or “early stage”

implementation of the PBLA model; 4) Full Implementation that ultimately leads to

school-wide implementation.

Implementation Drivers à Professional Development Partners & Advisory Panel - NYSED

will open a Request for Proposals (RFP) in Year 1 to identify a set of Professional

Development Providers that have expertise in supporting schools to implement evidence

based PBLA models such as the networks listed above. The RFP will incorporate the

implementation science definition of “Useable Innovations” into the requirements (i.e.,

must be teachable, learnable, doable, and assessable). Moreover, the overall PLAN Project

will be supported by a diverse Advisory Panel and Workgroups (described in the Project

Management section) made up of educators from all regions of the state; key education

stakeholder groups such as the Conference of Big 5 School Districts, NYS Council of

School Superintendents (NYSCOSS), and NYS United Teachers (NYSUT); and national

experts in educational assessment and equity, such as Howard Everson (co-chair of


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NYSED’s state assessment Technical Advisory Committee), Lorrie Shepard (University

of Colorado), and Sean Reardon (Educational Opportunity Project, Stanford University).

Over the grant period, the Advisory Panel—supported by targeted workgroups as needed—

will provide assessment and pedagogical advice and expertise to the PLAN Project staff.

Implementation Teams à Networks & Mentor Schools - As mentioned in the Project

Significance section in relation to capacity-building, Pilot Schools will be formed into

regional Pilot Networks to provide peer-to-peer support throughout the implementation

process. Each network will also be matched with a Mentor School that is experienced in

the evidence-based PBLA model that the network is implementing.

Improvement Cycle à Communities of Practice - Finally, Pilot Schools will engage the Plan-

Do-Study-Act Cycle (PDSA) through the formation of Communities of Practice (CoPs) at

three levels: School Level CoPs (within their school), Network Level CoPs (with the other

schools in their network that are implementing the same PBLA model), and Project Level

(with all 30 schools in the Pilot). CoPs are well-established strategies for implementing

PDSA (improvement cycle).34 See Project Services for a detailed description.

Exhibit 8 illustrates how the various components of the Active Implementation Framework will

come together to support Pilot Schools within a network model.

Exhibit 8


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Evaluation for Continuous Improvement & Scale-Up. As detailed in the Evaluation

section, the link between the PLAN Pilot (field test) and System Change (scale-up to the rest of

NYS) is a multi-layered Evaluation. The Evaluation will: 1) Document the implementation process

at the Pilot Schools and Networks; 2) Measure changes in practices (instruction, resource

allocation, etc.) at the Pilot Schools and Networks; 3) Identify barriers to and supports for effective

implementation; 4) Identify key considerations for scaling up the pilot work to schools across

NYS. Evaluators will share formative data with the Pilot Schools and Networks to help guide

continuous improvement, and with the System Change agents (e.g., Advisory Panel) so that they

can develop policies, procedures, partnerships, and other system-level elements that support both

the Pilot Schools and broader, scaled-up implementation. Note that the Evaluation will examine

effective implementation of the PBLA models in the context of the larger effort to implement a

Statewide Assessment Strategy that utilizes multiple measures of student performance and success.

System Change that is Equitable, Transparent & Sustainable. Without systemic changes,

the PLAN Pilot will be little more than a temporary experiment in implementing PBLA at a limited

set of schools. For this reason, we are designing this project to produce recommendations regarding

policies, practices, and partnerships to support implementation of a new Statewide Assessment

Strategy. Furthermore, to ensure that all aspects of the project are grounded in input from the field

and informed by expert advice, we are establishing an Advisory Panel and Workgroups (see

Project Management section for more information). NYSED opened that process in March 2022

and received more than 150 nominations of school building and district leaders, directors of

curriculum and instruction, and teachers from across the state, as well as leaders from our

stakeholder organizations, higher education faculty/administrators, representatives from the model

networks, and national experts. Ultimately, the Advisory Panel will make recommendations to


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NYSED for how to implement a fair, equitable, and transparent Statewide Assessment Strategy

that includes multiple measures of student learning. Exhibit 9 illustrates the interaction of the three

core components of the proposed project.

Exhibit 9 – Field-Informed Approach in Action

Proposed Project in Context of NYS’s Comprehensive Reforms. The proposed project is

part of broader reforms happening in New York cited throughout this proposal, including

NYSED’s CRSE Framework that provides educators and leaders with a shared understanding and

guide for what CRSE should look like in NYS’s classrooms;35 SEL Benchmarks that set standards

for SEL across grade levels as a way to help teachers and school leaders integrate SEL across the

curriculum;36 Career Development Occupational Studies (CDOS) commencement credential—

recently opened to all high school students as a pathway—which is based on learning standards

that weave in sample performance tasks which educators are encouraged to use as the basis for

curriculum and assessment;37 and the recently adopted NYS Seal of Civic Readiness and Civic


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Readiness Pathway to Graduation, which includes student completion of civic experiential

learning, service and/or work-based learning experiences and Civics Capstone Projects.38

Importantly, as described in the Introduction, the PLAN Project is integral to NYSED’s

proactive approach to long-term shifts in NYS’s educational assessment system anticipated to

come as a result of our Graduation Measures initiative, so that our students and schools are

better supported when the time for statewide implementation arrives. In July 2019, the NYS Board

of Regents and NYSED began this multi-year process of reviewing the State’s high school

graduation measures and re-examining what a high school diploma should signify, with the goal

of ensuring that NYS policies support educational excellence and equity for all NYS students. “To

effectively educate our young people, we need our schools to engage students in meaningful

thinking, character development and ensure they have the skills necessary to position them for

postsecondary success,” Chancellor Young has stated. NYSED began engaging with parents,

educators, school leaders and administrators, representatives of higher education and the business

community, and the public over the past three years to explore the future of NYS’s high school

graduation and diploma requirements.

These state-level initiatives are transforming NYS’s educational policy landscape in a way

that is increasingly supportive of a multiple measures approach to student learning and assessment

grounded in principles of equity, inclusion, and transparency. The PLAN Pilot will provide the

necessary evidence for how schools can successfully and equitably transition to a multiple

measures system built around student-centered, culturally responsive instruction and assessment.

In effect—and as emphasized throughout this proposal—the PLAN Pilot is the field test that will

ensure alignment between state-level initiatives and the conditions and supports schools and

districts require to enact them.


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Rationale. As our logic model illustrates (Exhibit 10), NYSED’s work is driven by a need

for learning and assessment systems that help ALL students develop the skills and competencies

necessary for postsecondary success in the contemporary world. Our theory of action is that

implementation of a PLAN Pilot—designed with the support of expert advisors and stakeholders,

matched with experienced researchers to document and evaluate implementation, and supported

by regulatory flexibility—will not only begin to increase statewide awareness, competency, and

experience with performance-driven models of instruction and assessment, but will also produce

the necessary evidence, resources, and recommendations for NYS’s educational assessment

system to effectively and equitably implement comprehensive policy changes in the coming years.

As our Logic Model shows, four key inputs drive the work of the PLAN Project: 1) PLAN

Pilot Implementation; 2) Evaluation; 3) System Change Agents (Advisory Panel and

Workgroups); 4) Pilot Policy/Regulation Changes. Please see discussion of system change earlier

in this section for a summary of the first three inputs: the Project Evaluation section for a detailed

description of the Evaluation, and the Project Management section for detailed description of the

Advisory Panel and Workgroups.

An important input in Year 1 will be pilot policy/regulation changes referenced in earlier

sections of this proposal. NYSED will propose pilot regulations to the NYS Board of Regents that

will provide schools participating in the PLAN Pilot with flexibilities designed to support a

multiple measures approach. First, the regulations will allow students in Pilot Schools to earn a

Regents diploma on the basis of multiple measures. Specifically, students will be able to

demonstrate mastery of NYS Learning Standards and meet diploma requirements by successfully

completing performance-based assessments aligned with NYS Learning Standards. While

participating schools will continue to be subject to testing and accountability requirements under


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Exhibit 10: PLAN Project Logic Model


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NYS’s educator evaluation statute and ESSA—including the requirements that all students be

tested on a state assessment in English language arts and math in grades 3-8 and once in high

school, and in science once in elementary, middle, and high school— the pilot regulations will, to

the greatest extent possible, exempt participating schools from additional NYS test-taking beyond

statutory requirements, as well as from any consequences attached to the statutorily required test

results. In sum, while students would still be required to take a limited number of Regents Exams,

they would not be required to pass those tests in order to graduate, as long as they pass the

corresponding performance-based assessment. Minimizing the stakes attached to traditional,

standardized assessments will allow PLAN schools to more fully engage in the transformational

change required to transition to a multiple measures system built around a culture of performance-

driven system of instruction and assessment.

PROJECT SERVICES

Strategies to Ensure Equitable Access, Opportunity & Treatment. In 2021, NYSED was

fortunate to be awarded a $500,000 grant from the Carnegie Corporation of NY to lay the

groundwork for a study of PBLA, with the goal of ultimately realigning our statewide assessment

strategy such that we, in our Chancellor’s own words, “provide all students with more meaningful

and deeper learning opportunities.” With this catalytic funding, NYSED has been able to

temporarily augment staffing, meet with leaders of a number of evidence-based PBLA models,

create a website and listserv to share information, and engage stakeholders in preliminary

conversations about the ideas and structures envisioned for the pilot. Furthermore, NYSED has

begun—and will continue—to work cooperatively with leaders across NYS’s educational

landscape to widely build performance assessment literacy in pursuit of a robust statewide

professional development and support infrastructure by the end of the grant term (see below).


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Having done this preparatory work, NYSED is poised to carry out an accessible and

transparent statewide engagement process in the first six months of the grant term, in order to

ensure that all schools and districts that are interested in making the transition to PBLA have the

opportunity to learn about the PLAN Pilot and assess their local readiness for this level of

transformational change. Specifically, NYSED will: Conduct a series of statewide and regional

webinars open to leaders from schools, districts, Boards of Cooperative Educational Services

(BOCES), and NYS support networks such as the Staff/Curriculum Development Network

(SCDN), Regional Bilingual Resource Networks (RBERNs), and Special Education Training and

Resource Centers (SETRC), to inform them about the pilot and the application process. Make

regional public presentations open to all community members to inform them about PBLA, the

pilot opportunity, and the application process. We envision making these presentations in

partnership with regional leaders who have expressed interest in the pilot. Support interested

schools through the pre-application work, including engaging their community and

stakeholders, assessing their readiness to make the transition, and securing district-level support;

and support interested schools through the application process, including workshops on

elements of the application, tools to collect necessary data, documenting community support, etc.

The PLAN Pilot School application process is intended to be highly supportive, with open

lines of communication between applicant schools and NYSED program staff. Our goal is to

remove any barriers to entry for schools with fewer local resources. Moreover, the application will

be designed to ensure that core services intended in the design of this pilot—including

accessibility, transparency, equity and inclusion, student voice, parent/community engagement,

deepening student learning, and improving school culture—are carried through in local

implementation. Key elements of the application include schools demonstrating commitment to:


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• Foster supportive environments that enable teachers to (a) engage with and develop their

understanding of the assessment innovation by making explicit connections to their prior

knowledge and cultural context; (b) rethink the design of their courses to include frequent

active learning activities that are appropriate for the mode of instruction, encourage student-

to-student interaction, and best support students’ achievement of measurable learning

outcomes; and (c) provide a new, transformative way of teaching their courses.

• Implement high-quality curricula that give all students access to rich, challenging, and

engaging content to truly achieve transformational shifts in teaching and learning. PLAN Pilot

Schools will provide teachers with (a) tools to incorporate student-centered performance

assessments into their instructional practices; and (b) time during the school year and the

summer to redesign curricular units, with the intention of attaching performance assessments

and rubrics to curriculum assignments and learning experiences. Teachers will modify existing

curricula to encourage students to engage in independent thinking, advocate for themselves,

and feel empowered to collaborate in authentic learning experiences.39

• Incorporate student voice and choice in a variety of ways. As affirmed in NYSED’s CRSE

Framework, NYSED believes that students “should be valued and consulted…as co-designers

of curriculum and designers of instruction.” Pilot Schools will be encouraged to include student

representatives on their transition teams and solicit student feedback about their courses on a

regular basis—both anonymously and through interaction with their teachers and leaders. The

importance of involving students as partners within instructional redesign is often overlooked,

despite evidence that incorporating students’ perceptions can improve redesign.

• Develop culturally and linguistically responsive, student-centered classrooms by making

changes to the roles and responsibilities of both teachers and students in the delivery of


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instructional strategies and in learning itself. At the heart of the performance-based learning

environment are learning responsibility and activity, in contrast to emphasis on instructor

control and “textbook coverage.” In a culturally responsive, student-centered classroom,

learning is a constructive process that is relevant and meaningful to the learner and connected

to the learner’s prior knowledge and experience. As explained more fully in NYSED’s CRSE

Framework, such a learning environment “contributes to students’ engagement, learning,

growth, and achievement through the cultivation of critical thinking.” Teachers guide learning

by, for example: incorporating collaborative learning activities that support students in

working cooperatively toward goals while highlighting unique strengths and encouraging

understanding of diverse perspectives; as well as encouraging “students to take academic risks

in order to create an environment that capitalizes on student mistakes as learning opportunities

that help students grow academically and emotionally.”40 Students build on their prior

knowledge and construct new understanding based on the lessons taught.41

• Integrate social and emotional learning across the curriculum. Social emotional learning

is vital for career success, as it develops the intrapersonal and interpersonal skills that

individuals need to be productive and efficient in their work setting, including leadership,

celebrating diversity, effective communication skills, accountability, assertiveness, conflict

resolution, time and stress management, and motivation.42

• Ensure parent/guardian and family/community engagement to strengthen assessment

literacy and improve the clarity of current methods of reporting assessment results when

adopting the model-tested strategies for improved accessibility, utility, and timeliness of

reporting on student performance. Pilot Schools will transition to the individualized, more

detailed, and participatory performance reporting utilized by the model networks that focuses


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on clearly communicating what assessments are measuring in terms of student performance;

what assessment results mean in terms of student progress, proficiency, and preparedness;

where the student is in terms of proficiency at the time of assessment; and where the student is

going in terms of next steps on their educational and postsecondary journey. Pilot Schools will

provide workshops, training, and opportunities for parents/guardians and family/community

members to attend live student performances that will ensure that the performance assessments

are perceived by as valuable by Pilot School communities.

• Make PBLA available to ALL students enrolled in the school. While some PBLA models

focus on particular grade levels and subject areas, schools participating in the PLAN Pilot must

ensure that even within such frameworks, all students have the same opportunity to engage in

the PBLA model. For example, if a school chooses to focus on social studies for its initial

implementation of PBLA, all students enrolled in social studies must be engaged in PBLA.

PBLA cannot be used for exclusive groups of students within the school.

Pilot School progress in implementing these core commitments will be documented by Evaluators

and monitored by project staff to ensure alignment with the inclusive vision of the pilot.

While the application process is running, NYSED—with expert guidance from the

Advisory Panel and Workgroups—will develop a selection process that ensures the pilot includes

schools from across all regions of NYS and, furthermore, ensures that the PLAN Pilot Schools,

collectively, serve a student population that is representative of NYS’s student population,

including socio-economic background, race and ethnicity, neurodiversity, dis/abilities, and

ELL/MLL. Targeted outreach efforts to historically underserved communities and engagement

with parent organizations (including representation on the Advisory Panel) will be key to our aims

of widespread communication of this pilot opportunity and the selection of a diverse and


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representative range of Pilot Schools, to ensure that there are no barriers to entry for our most

vulnerable schools and students.

Equitable Systems & Multiple Measures. Research has shown that performance-driven

learning and assessment is a valuable approach to education for ALL students. For example, in

2018, a quasi-experimental design was undertaken by the CUNY Graduate Center with a

statistical, longitudinal sample of four cohorts of high school graduates to investigate: How do

graduates from the schools of the NY Performance Standards Consortium fare at CUNY

colleges, after completing an education grounded in performance assessments, compared to peers

from Regents-test-driven high schools? As Fine & Pryiomka have demonstrated, while graduates

from Consortium schools are more likely to be low-income African American or Latinx than peers

who attend CUNY with Regents diplomas, the Consortium students are as or more likely to persist

and excel in college. This study demonstrates the predictive validity and equity of a well-

developed, highly reliable model of performance assessments.43 Another recent study of high

school seniors found that students using portfolios in addition to the standardized, summative

assessment, as part of a multiple measures system, outperformed their peers that only completed

the assessment in their coursework. Moreover, these differences were statistically significant

regardless of the students’ prior academic performance (e.g., “gifted” or “non-gifted” students) or

course placement (e.g., regular course compared to advanced placement courses).44

Indeed, a growing body of research is consistently showing that PBLA approaches not only

advance academic outcomes, but also engage and support students holistically and meet the unique

needs of all students. For example, one study further found that by incorporating the use of

portfolios, language learners experienced lower anxiety and statistically significant higher levels

of autonomy and metacognitive awareness when compared to their peers using only summative


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assessments.45 In sum, research is showing how PBLA approaches change the trajectories of the

learning process for both teachers and students by increasing student self-efficacy and sense of

engagement in learning. Furthermore, performance-based assessment tasks can be assigned in any

academic or CTE subject and at any grade level, with the objective being to shift away from recall,

matching, listing, and identifying, and toward comparing, classifying, evaluation, and analyzing.46

Thus, students become more actively involved in the learning process, which, in turn, leads to

these students understanding the material at a much deeper level.

Supporting Improvements in Practice. One of the challenges in educational innovation is

that teachers are asked to adopt new pedagogies, teach to new standards, create new and more

engaging lessons, write new curriculum, and produce new assessments when they have only been

introduced to these changes through a lecture, a one-time workshop, or a packet of materials. Top-

down implementation of new assessment practices often fails to bring about a desired change in

the school’s assessment culture and teacher practice, due to different interpretations and lack of

practitioner buy-in. Doing performance assessment requires an intellectual culture of professional

reflection and inquiry among the educators in the schools and extensive, on-going professional

development led by teachers themselves, focused on teaching and learning as it takes place in their

classrooms. A portion of the professional development necessarily focuses on how to develop and

administer the performance assessments themselves, but for the entire system to take hold, it must

also address how those assessments are an organic component of an approach to teaching and

learning. For these reasons, the PLAN Project includes two levels of professional development,

support, and resources: (1) PLAN Pilot Schools will receive direct support and services to

implement evidence-based models of PBLA; and (2) Emerging out of the PLAN Project, NYSED

will develop resources and guidance documents to support schools and districts to implement


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PBLA as part of a Statewide Assessment Strategy that integrates multiple measures of student

performance and learning.

For the PLAN Pilot, we will use a multi-dimensional approach to support schools in

making the transition to PBLA. We will begin by providing a supportive application process (see

above) that includes educating school communities about PBLA and the goals of the pilot. Once

the 30 Pilot Schools are selected, we will engage their instructional leaders in intensive training in

the fundamentals of PBLA and help them educate their school communities on PBLA and the

transformations that will be taking place. By Year 2 of the grant, our goal is to pair Pilot Schools

with an evidence-based PBLA Mentor School (see Project Design) and establish Pilot Networks

that bring together 3 Pilot Schools and 1 Mentor School to engage in intensive training,

professional development, and peer-to-peer learning and support (see Exhibit 8 in Project Design).

Teachers and leaders from Pilot Schools will be able to engage in professional learning experiences

with Mentor Schools and see first-hand the instructional shifts that they will need to make in their

own schools and classrooms. Each Pilot Network will be matched with a Professional

Development Provider that has expertise in training and supporting educators in the key skills,

shifts, and strategies necessary to implement whole-school culture change and PBLA. These

Professional Development Partners will provide both school-based and network-wide training and

professional development, as well as facilitate the Pilot Network as a Community of Practice

(CoP) that engages in the Plan-Do-Study-Act Cycle (PDSA) to continuously improve

implementation at the school and network levels (see Project Significance section on capacity-

building for more detailed description).

The focus of this professional learning will be on helping teachers and school leaders make

the shifts in practice necessary to effectively implement PBLA in their schools. For teachers, these


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keys shifts include adopting, adapting, and/or designing rubrics across the curriculum and revising

them as needed; establishing inter-rater reliability; evaluating both student work and the assigned

tasks; making learning goals transparent to students and families; collaborating on linked learning

activities/assignments; and other curricular and instructional shifts necessary to implement specific

evidence-based PBLA models with efficacy in their classrooms. For school leaders, these shifts

include fostering facilitative leadership and collaborative teaching practices; modifying school

schedules, budgets, and resource allocations to support PBLA; and designing professional learning

experiences and opportunities that support implementation of PBLA with efficacy for the students

attending their school. Training and support will be extended to districts and NYS’s school support

entities, so that they may support the Pilot Schools in their regions while simultaneously building

capacity to scale the PLAN Project beyond the Pilot Schools.

Periodically, NYSED will bring together representatives and leaders from the 10 Pilot

Networks as a statewide CoP, so that schools can engage and learn from each other across PBLA

models and so that our research team can study the broader landscape of the pilot project. These

CoPs will be critical to the scale-up of PLAN beyond the pilot because it is their collective and

unique experiences that will inform the statewide strategies and resources.

From Pilot to Statewide Assessment Strategy. Psychometricians often caution that merely

changing the way in which learning is assessed will not lead to better results; policies and school

cultures must change as well. Fullan & Quinn (2016) explain: “Effective change processes shape

and reshape good ideas as they build capacity and ownership among participants” so that

“[c]oherence is a shared depth of understanding about the purpose and nature of the work in the

minds and actions individually and especially collectively.”47 The PLAN Pilot is one of three


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elements of the overall project that is design to foster field-informed systemic change and achieve

the “coherence” described:

• Element 1: PLAN Pilot implementation to complete a field-test for a Statewide Assessment

Strategy that (a) incorporates multiple measures so that NYS’s students are better able to

develop and demonstrate college, career, and civic readiness; and (b) provides extensive

professional development, mentoring, and peer support to educators and schools undergoing

the transformational shift to a multiple measures system built around a culture of performance-

driven teaching and learning.

• Element 2: Quantitative and qualitative research and evaluation of the transition processes

and pilot implementation activities to inform the building of statewide policies, practices,

resources, and tools from the knowledge gained from thorough documentation of pilot

implementation at the state, school, and student levels (see Project Evaluation section).

• Element 3: System Change to support implementation of PBLA during the pilot and to inform

long-term, statewide policy and culture changes in transitioning to a multiple measures system.

As highlighted in our Rationale/Logic Model (see Project Design), our proposed project will take

what we learn from implementation of evidence-based PBLA models at the 30 Pilot Schools, in

order to expand the impact statewide. First, we will produce and widely disseminate Road Maps

for Transitioning to PBLA that will support all schools interested in these approaches to bring the

benefits of PBLA to their students. These Road Maps will be built out of the experiences of the

diverse set of schools that participate in the pilot and, therefore, will be able to support the wide

range of schools and communities across NYS in transitioning to PBLA and facilitating sustainable

changes in school culture. Second, the pilot will directly inform a Statewide Assessment Strategy

that incorporates multiple measures of assessing student learning and mastery of NYS Learning


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Standards (see description in Project Significance section). The pilot will be designed to include

schools that collectively reflect the diversity of NYS’s public school system, so the Statewide

Assessment Strategy will be informed by the experiences of diverse groups of students. Thus, at

the conclusion of this grant term, these enduring guidance resources, the recommendations, and

the statewide PBLA professional development and support infrastructure we propose to establish,

will together ensure that NYSED is prepared to support our students and schools when the time

arrives for statewide implementation of the coming policy changes (see discussions on Graduation

Measures initiative in the Introduction and Project Design sections of this proposal).

ADEQUACY OF RESOURCES

As described throughout this proposal, the PLAN Project is different from many of the

previously funded CGSA projects in that we are not proposing to create a statewide set of

performance-based assessments. Instead, we are looking to help schools implement existing

evidence-based PBLA models as part of a Statewide Assessment Strategy that incorporates

multiple measures of student learning and performance. This ground-up approach requires that the

majority of resources be deployed to support the field. To this end, 55% of our proposed budget is

allocated to contracting with Professional Development Providers (PDPs) that will provide direct

support to the 10 PLAN Pilot Networks and 30 PLAN Pilot Schools. As explained in our

Management Plan, we will develop an RFP in Year 1 to contract the PDPs. Applicants will be

required to demonstrate experience and expertise in supporting schools to implement evidence-

based PBLA models and transition to using multiple measures for student assessment. We

consulted with organizations that currently provide such support to schools in NYS and elsewhere

to estimate the PDP budget allocations, which are detailed in the Budget Narrative.


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From this pilot, NYSED proposes to develop a new Statewide Assessment Strategy. The

link between the pilot and this and other system-wide changes is Evaluation. We have allocated

6% of the budget to engage CUNY to conduct this evaluation under the leadership of Dr. Michelle

Fine. Dr. Fine is a Distinguished Professor of critical psychology, social welfare, and urban

education at The CUNY Graduate Center and a founding faculty member of The Public Science

Project, a university-community research space designed in collaboration with movements for

racial and educational justice. Dr. Fine’s publications include Just Methods: Expanding the

Methodological Imagination and CUNY-Performance Standards Consortium Collaboration:

Tracking Implications for Equity and Access.

Many elements of the proposed Evaluation Plan require access to school, district, and state

data that is clean and prepared for use by CoPs, researchers/evaluators, and project staff

responsible for generating grant reports. Recognizing that there will be disparate data sources at

the school, district, and state levels that will require expert data management to

synthesize/integrate, we plan to hire a Research Coordinator (.5 FTE and 8% of the total budget)

and engage a Data Consultant (2% of the total budget) with expertise in this work.

At the level of Personnel, NYSED will reassign .2 FTE of Allison Armour-Garb, Special

Advisor to the Executive Deputy Commissioner, to serve as the CGSA Project Director. Ms.

Armour-Garb is an expert in educational accountability, education policy research and

implementation, and college, career, and civic readiness. As the Special Advisor to the Executive

Deputy Commissioner at NYSED, Ms. Armour-Garb manages the development and

implementation of special projects and strategic policy research initiatives. Previously, Ms.

Armour-Garb served as the Senior Deputy’s Chief of Staff, aiding in the management of the Office

of Education Policy. As Executive Director of Educator Effectiveness Policy and Programs at


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NYSED, Ms. Armour-Garb coordinated implementation of the Board of Regents’ policy reforms

in the areas of teaching and school leadership. Ms. Armour-Garb will be supported by Nicole

Lennon, PhD, who currently serves as a Program Research Specialist in her office. In this role,

Dr. Lennon is responsible for evaluating educational programs to determine program effectiveness

and potential for scaling or replication, generating insights for policy development and program

improvement. Dr. Lennon is an expert in policy design and rural education, previously served as

Senior Administrative Analyst in NYSED’s Office of Adult Career and Continuing Education and

is a former Early Education Teacher and Pre-K Teacher. For the PLAN Project, .2 FTE of Dr.

Lennon’s time will be devoted to Project Coordination.

Debra Lamb, Ed.D., will direct the PLAN Pilot. Dr. Lamb is a former NYC Department

of Education Assistant Superintendent and Senior Director of Student Support Services and

Community Partnerships in the Office of the First Deputy Chancellor. She has 25 years of service

at the central, district, network, and school levels in NYC, in addition to 14 years of non-profit

organizational experience. Further reflecting our commitment to providing support in the field, Dr.

Lamb will be supported by a .5 FTE Research Coordinator, as described above, and a .5 FTE

Field Support Liaison (both of whom will be hired at the outset of the grant period). Project staff

will assist Pilot Schools and their district leaders in making sustainable adjustments to their

budgets and resource allocations to support continued implementation of PBLA (see Budget

Narrative for more information).

Again, our model is focused on building a Statewide Assessment Strategy that is informed

by a pilot implemented at 30 schools. If the “value” of the budget is measured by allocation to the

Pilot Schools, it would cost just under $100,000 per Pilot School over the four-year period to

transition them to PBLA and using multiple measures to assess student learning and performance.


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However, the “value add” from this investment in the 30 Pilot Schools is that NYS will have a

field-informed set of resources and strategies as well as increased capacity to roll out such

approaches statewide.

PROJECT MANAGEMENT

Organizational Plan. Goal 1 of this project is to create a field-informed Statewide

Assessment Strategy that incorporates multiple measures of student learning in order to improve

educational outcomes for ALL students. Accomplishing this requires an organizational plan that

spans that local and state levels and integrates efforts across the field, research, and policy (see

Exhibit 11). As described in earlier sections of this proposal, the proposed project is part of a

broader set of initiatives that NYS has undertaken in order to reimagine our public school system

for the contemporary world. These initiatives require NYSED to work across offices and program

areas to achieve our goals. The same is true for this project, which will be led by Allison Armour-

Garb, Special Advisor to the Executive Deputy Commissioner, who will receive direction from

the Department’s senior leadership team, including Dr. Betty A. Rosa, NYSED Commissioner,

Executive Deputy Commissioner Sharon Cates-Williams, and Senior Deputy Commissioner

Jim Baldwin. The governing board for NYS’s public school system—the Board of Regents—is

deeply involved in the work as well; under the leadership of Dr. Lester W. Young, Jr.,

Chancellor of the Board of Regents, the Board of Regents will establish pilot regulations and

ensure that related policies are informed by the work accomplished in the field.

As reflected in the Organizational Chart (below), Ms. Armour-Garb will be supported by

Dr. Nicole Lennon as Project Coordinator; they will in turn be supported by two key Resource

Teams. The P-12 Team will marshal our resources and expertise in Learning Standards and

Diploma Requirements, Accountability, Assessment, Social Emotional Learning, and Culturally


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Responsive and Sustaining Education, as well as ELL/MLLs and students with disabilities. The P-

20 Team will focus on high school to postsecondary pathways, including integration of PBLA in

college admissions and tracking student data beyond graduation to measure college and career

readiness.

Exhibit 11 – PLAN Project Organization

Ms. Armour-Garb and Dr. Lennon will organize regular meetings of the Advisory Panel,

which will bring together the strength and resources of dozens of community members, service

providers, and experts in a strategic way to engage in targeted activities. The Advisory Panel will

be composed of a diverse membership of selected individuals from every region of the state and

reflecting different affiliations, professional titles and responsibilities, and areas of expertise

related to the pursuits of the PLAN Project. Such individuals will have skills and expertise in

domains including, but not limited to creating school networks; school culture allied with

community needs/assets; innovative education program design; performance assessment; inquiry-

based learning; CTE and work-based learning; and educator professional learning. NYSED will


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also convene several Workgroups of selected members with specific expertise and insights related

to the main features of the pilot, which may include application process; mentor school selection

criteria; pilot network design; pilot regulations; professional learning; and school readiness and

selection criteria. Together, these diverse stakeholders from across NYS will work together to

advance project goals and broader systemic changes.

Dr. Debra Lamb, an experienced educational leader, will serve as the PLAN Pilot

Manager. She will be supported by a Field Support Liaison and Research Coordinator. The

Field Support Liaison will work directly with the Pilot Schools, Mentor Schools, and PDPs to

organize their collaborative work both within and across the 10 networks (see Project Design for

explanation of Pilot Networks). The Research Coordinator will work directly with the schools

and networks to support their work as CoPs that need data and research to utilize the Plan-Do-

Study-Act (PDSA) cycle as described in Project Design. The Research Coordinator will also work

with a Data Consultant (contractor) to access clean and secure data sets required for the Evaluation.

At the school level, each Pilot School will be required to establish a PBLA Transition

Leader that will serve as a single point of contact for their peer Pilot Schools, Mentor School, and

PDP. Each Pilot School will also appoint a Research Liaison who will work with the Research

Coordinator and the Evaluation Team to ensure that the researchers will be able to carry out their

work (help ensure completion of surveys, establish focus groups, etc.). This individual will also

ensure that CoPs within their school receive the data necessary to deeply engage in the PDSA

cycle. Lastly, each Pilot School will establish a Local Stakeholder Committee comprised of

teachers, students, parents, community organizations, and other local stakeholders to provide direct

input and feedback on the design and implementation of PBLA at their school and build


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community support for transitioning to PBLA. Each Mentor School will establish a PBLA

Support Leader who will serve as a point of contact for their network’s Pilot Schools and PDP.

All Professional Development Providers (PDPs) will be selected through an open RFP

process in Year 1 of the grant. As explained in Project Design, the PDPs will be assigned to a

specific Pilot Network. The PDPs will provide direct training, professional development, and

technical assistance to the Pilot Schools as well as facilitate Pilot Networks in their work as CoPs.

Please see Exhibits 12-15, on the following pages, for timelines that highlight key activities and

grant milestones across the four-year grant period.


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PROJECT EVALUATION

Approach. NYSED will engage the City University of New York (CUNY) Graduate

Center as the lead evaluators of the PLAN Pilot. The CUNY Research Team will focus its research

on the PLAN Pilot implementation. Specifically, CUNY will:

• Document the transformational shifts made by Pilot Schools (Goals 1 and 2). Measure the

impact of the Pilot implementation on short- and mid-term outcomes at the Pilot Schools,

including increases in stakeholder awareness, understanding of and support for PBLA; changes

in professional practices—leadership and instructional—at Pilot Schools that are supportive of

PBLA (Goal 3).

• Document, as available during the grant period, increases in student skills and competencies

associated with readiness for postsecondary success (Goal 2).

• Generate a field-informed set of recommendations for the goals and objectives of the proposed

project (Goal 1).

• Track the academic progress of performance-based graduates who choose to attend CUNY, to

the extent that data are available during the grant period. Data will be disaggregated for

students by race, ethnicity, first language, socio-economic status, and ability, to estimate the

post-graduate predictive validity of performance-based assessment systems.

NYSED will also engage researchers to evaluate the impact of the proposed project more broadly

(“system outcomes”). This evaluation will measure outcomes at all levels related to: Increased

awareness, understanding of, and support for PBLA among stakeholders (Goal 4); Changes in

policies, budgets, staffing, and resource allocation to support PBLA (Goals 2 and 3); and Increased

capacity to support PBLA and use of multiple measures of assessment statewide (Goals 1-4).

NYSED will hire a Research Coordinator (.5 FTE) to serve as a liaison with NYSED’s Data Unit


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and focus on administering surveys and coordinating long-term data collection and analysis. This

combination external/internal evaluation team ensures that experienced researchers will drive the

evaluation work while being able to leverage local and state-level data systems effectively and

consistently and in a timely manner. Further, our intent is to build a NYSED research infrastructure

that mirrors transformations in the schools, so that state-level support is aligned with the kinds of

changes we are asking schools to undertake.

The CUNY Graduate Center research team has a distinguished record of designing and

carrying out evaluations of education programs, including completing the first study of predictive

validity that systematically assesses the long-term consequences of performance assessment for

urban students, and, particularly for those in underrepresented minority groups.48 The lead

evaluator for the PLAN Project, CUNY Distinguished Professor Dr. Michelle Fine will evaluate

processes, obstacles, and lessons learned. The CUNY Research Team will also include Karyna

Pryiomka, who will be responsible for the long-term, quantitative tracking of pilot graduates into

the CUNY system and be integral to supporting the identification of quantitative data needs for

NYSED to develop systems and procedures for tracking PLAN Pilot graduates across NYS.

Data Collection & Methods. The evaluation plan will utilize a mixed methods approach to

data collection and analysis, and be anchored in commitments to equity, transparency, and

accountability. During the term of the grant, the CUNY research team will work with research

partners to collect data and structure the field-informed set of recommendations (Goal 1) in

accordance with the following focus areas:

1. Trace discussions, policy changes, decisions, and investments among the NYS Board of

Regents and NYSED designed to support and scaffold the PLAN Pilot statewide.


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2. Study the conditions under which performance-based assessment approaches can be

implemented in a diverse range of schools, and the supports schools need to transition from

a system of instruction built around standardized, end-of-course summative assessments to

a multiple measures system built around a culture that integrates performance-based

assessments.

3. Collect evidence on the predictive validity of the performance assessment approach.

Specifically, the PLAN Pilot will generate evidence on the extent to which the multiple

measures approach better prepares students for postsecondary success—particularly our

most vulnerable students.

Throughout the grant period, the PLAN Pilot evaluators will collect data at multiple levels—state,

schools/networks, and individual students. Evaluators will document school cultures, process, and

practices—as well as the experiences of students, educators, and family and community

members—during the shifts to performance-driven systems. Primarily, evaluators will utilize: (1)

qualitative data collection, including interviews, site visits (observations), and collecting student

performance work in a sample of Pilot and Mentor Schools; (2) NYSED-administered surveys of

experiences for all Pilot Schools and partners; and (3) quantitative data from both NYSED and

CUNY databases.

PLAN Project evaluators will track pilot progress at the state, school, and student levels to

document NYSED’s roll-out of the project, transformational changes in Pilot Schools—including

increased engagement and improved assessment literacy throughout the school community—and

gains in deepening student learning and increasing postsecondary readiness. Data collection at

each of these levels will proceed in accordance with the implementation stages (see Project Design

section). PLAN Pilot evaluators will gather data and document all pilot implementation activities


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on an ongoing basis throughout the duration of the grant period, including a focus on documenting

local innovations, obstacles encountered, and how these are addressed, to inform the development

of the transition roadmaps (Goals 1 and 3). Documentation will be keyed to questions of equity,

accessibility, and transparency (Goals 2 and 4).

Evaluators will participate in quarterly check-in meetings or conference calls to keep

NYSED program staff informed on their progress throughout the duration of the project.

Evaluators will also submit written briefings on the research progress annually throughout the

grant. The evaluation teams will present to the NYS Board of Regents and NYSED leadership,

speak at community gatherings with the Pilot Schools, and facilitate intensive workshops with the

Advisory Panel and other stakeholders to widely disseminate best practices and lessons learned

consistently during each phase of project. At the conclusion of the grant term, the CUNY Research

Team will work with the full evaluation team to publish a final report evaluating the PLAN Project,

with policy recommendations for NYS’s Board of Regents.

We will regularly post to the project website key findings reported out by the Evaluation

team in order to ensure transparency among NYS stakeholders. We will disseminate research

reports and updates via web communications (listservs, cross-posting on partner websites, etc.) in

an effort to reach other entities, including other SEAs, that are working to develop systems of

assessment that use multiple measures of student learning and performance. Lastly, at least three

times across the grant period, NYSED staff will work with the Evaluation team to make available

to SEA staff in non-participating States and to assessment researchers information on findings

resulting from the CGSA program through presentations at national conferences, publications in

refereed journals, or other products disseminated to the assessment community.


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1 Sun, M., Kennedy, A. I., & Anderson, E. M. (2020). The Multidimensionality of School

Performance: Using Multiple Measures for School Accountability and Improvement. Education

Policy Analysis Archives, 28 (89), n89.

2 Guha, R., Wagner, T., Darling-Hammond, L., Taylor, T., & Curtis, D. (2018). The Promise of

Performance Assessments: Innovations in High School Learning and Higher Education

Admissions. Learning Policy Institute.

3 Chingos, M. M. (2018). What matters most for college completion. Academic preparation is a

key predictor of success. AEI Paper & Studies A, 3.

4 Dixon, C. J., & Palmer, S. N. (2020). Transforming Educational Systems toward Continuous

Improvement: A Reflection Guide for K-12 Executive Leaders. Carnegie Foundation for the

Advancement of Teaching.

5 Stosich, E. L., Snyder, J., & Wilczak, K. (2018). How Do States Integrate Performance

Assessment in Their Systems of Assessment? Education policy analysis archives, 26(13), n13.

6 Bradberry, L. A., & De Maio, J. (2019). Learning by doing: The long-term impact of

experiential learning programs on student success. Journal of Political Science Education, 15(1),

94-111.

7 Fine, M., & Pryiomka, K. (2020). Assessing College Readiness through Authentic Student

Work: How the City University of New York and the New York Performance Standards

Consortium Are Collaborating toward Equity. Learning Policy Institute.





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9 Ibid.

10 Ibid.

11 Perie, M. (2020). Performance Assessments: Promises and Pitfalls. State Education

Standard, 20(3), 35-39.

12 New York acknowledges the challenge of implementing a single performance assessment for

certification as reflect in NYSED’s March 2022 memorandum to the NYS Board of Regents

regarding proposed regulatory amendments relating to teacher performance assessments.

13 Finucane, M. L., Acosta, J., Wicker, A., & Whipkey, K. (2020). Short-term solutions to a

long-term challenge: rethinking disaster recovery planning to reduce vulnerabilities and

inequities. International journal of environmental research and public health, 17(2), 482.

14 Information about NYSED’s Graduation Measures initiative is publicly available at:

http://www.nysed.gov/grad-measures

15 NYSED. (2022). Fact Sheet – Review of Graduation Measures in NYS.

16 Pursuant to Commissioner’s Regulations §100.2(f).

17 All data cited here is publicly available at https://data.nysed.gov

18 Bae, S. (2018). Redesigning Systems of School Accountability: A Multiple Measures

Approach to Accountability and Support. Education Policy Analysis Archives, 26(8), n8.

19 Allensworth, E. M., & Clark, K. (2020). High school GPAs and ACT scores as predictors of

college completion: Examining assumptions about consistency across high schools. Educational

Researcher, 49(3), 198-211.


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20 Darling-Hammond, L. (2017). Developing and measuring higher order skills: Models for state

performance assessment systems. Washington, DC, and Palo Alto, CA: Council of Chief State

School Officers and Learning Policy Institute.

21 Information about NYS’s testing programs is publicly available through NYSED’s Office of

State Assessment at: http://www.nysed.gov/state-assessment/new-york-state-testing-program

22 Note that while the Regents Exams are not anchored in performance-based assessment

philosophy, the three required tests do include question and answer formats that require students

to demonstrate their skills and knowledge, such as short essays.

23 Wei, R. C., Cor, K., Arshan, N., & Pecheone, R. (2012). Can Performance Assessments Be

Reliable and Valid? Findings From a State Pilot. Stanford Center for Opportunity Policy in

Education, p. 4.




25 Gong, B., and Keng, L. (2020). Comparability of Scores on the Same Test. Center for

Assessment.

26 Porter, B. (2016). How New Hampshire’s PACE is Redefining Measurement and

Accountability. Education First.

27 McDonald, Joseph (2014). American School Reform: What Works, What Fails, and Why.

University of Chicago Press.


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28 Christensen, C. M., McDonald, R., Altman, E. J., & Palmer, J. E. (2018). Disruptive

innovation: An intellectual history and directions for future research. Journal of Management

Studies, 55(7), 1043-1078.

29 Lee, Cheng, and Ko (2018). “Curriculum reform with a school-based approach: intellectual,

structural and cultural challenges.” School Leadership & Management, vol 38, issue 3.

30 Ibid.

31 Ibid, emphasis added.

32 “Schools that serve” indicates that the diversity can be determined within or across schools.

For example, we anticipate including schools where there may be a dominant population groups,

such as majority English language learners. The goal of the diversity within this set of measures

is to pilot PBLA across diverse sets of schools operating in various conditions and among a

broad swath of communities.

33 Cook, B. G., Smith, G. J., & Tankersley, M. (2011). Evidence-based practices in education. In

K. R. Harris, S. Graham, & T. Urdan (Eds.), APA educational psychology handbook (Volume 1)

(pp. 495–528). American Psychological Association.

34 Bryk, A. S. (2015). 2014 AERA Distinguished Lecture: Accelerating how we learn to

improve. Educational researcher, 44(9), 467-477.

35 NYSED. (2018). Culturally Responsive-Sustaining Education Framework.

36 NYSED. (2018). New York State Social Emotional Learning Benchmarks.

http://www.nysed.gov/curriculum-instruction/cdos-pathway-regents-or-local-diploma

37 NYSED. CDOS Pathway to a Regents or Local Diploma Accessed April 2022:

http://www.nysed.gov/curriculum-instruction/cdos-pathway-regents-or-local-diploma


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38 NYSED. Civic Readiness Initiative. Standards and Instruction. Accessed April 2022:

http://www.nysed.gov/curriculum-instruction/civic-readiness-initiative

39 Maier et al (2020). Using Performance Assessments to Support Student Learning: How

District Initiatives Can Make a Difference. Learning Policy Institute.

40 NYSED. (2018). Culturally Responsive-Sustaining Education Framework.

41 Ibid.

42 Paolini, A. (2020) Social Emotional Learning; Key to Career Readiness. Anatolian Journal of

Education, v5, n1, pp. 125-134.




44 Williams, Marcus. (2021). The Impact of Digital Portfolios on the Economics End of Course

Assessment. Dissertation. Columbus State University.

45 Nosratinia and Abdi (2017). “The Comparative Effect of Portfolio and Summative

Assessments on EFL Learners’ Writing Ability, Anxiety, and Autonomy.” Journal of Language

Teaching and Research, Vol. 8, No. 4, pp. 823-834.

46 Kelly, M. (2019). Authentic Ways to Develop Performance-based Activities. ThoughtCo.

47 Fullan and Quinn (2015). Coherence: The Right Drivers in Action for Schools, Districts, and

Systems. Corwin.





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LETTERS OF SUPPORT PROFESSIONAL ORGANIZATIONS • Conference of the Big 5 School Districts • New York State Council of School Superintendents (NYSCOSS) • New York State United Teachers (NYSUT) PBLA MODELS • Big Picture Learning • International Baccalaureate • Internationals Network • Urban Assembly RESEARCHERS • Howard Everson, PhD – Senior Principal Research Scientist Center for Educational Research

& Innovation at SRI International • Michelle Fine. PhD – Distinguished Professor, The Graduate Center, City University of New

York (CUNY) • Sean Reardon, PhD – Director of The Educational Opportunity Project at Stanford University


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April 26, 2022 Donald Peasley US Department of Education, OESE Office of Academic Improvement Programs 400 Maryland Ave, SW LBJ Federal Building Washington, DC 20202-6200 Dear Dr. Peasley, I am writing this letter in support of the proposal for the New York State Performance Learning and Assessment Networks (PLAN) Pilot being submitted to the Competitive Grants for State Assessments (CGSA) program by the New York State Education Department (NYSED). New York State United Teachers (NYSUT) supports this grant application and the project’s focus on reimagining New York State’s educational assessment strategy to purposefully foster high-quality instructional opportunities, provide authentic measures of deeper learning, and better prepare New York’s students for college, career and citizenship. NYSUT is in support of the use of multiple measures of student learning, with a focus on performance-based assessment. We believe that well developed performance-based instruction and assessment can address issues of equity, transparency, validity, and reliability. We look forward to supporting NYSED’s PLAN pilot in hopes that the evidence gathered during the pilot implementation will lead to appropriate professional learning experiences for educators that will support schools and districts state-wide in transitioning from existing “traditional” forms of assessment to schoolwide performance assessment in ways that support learning for ALL students. New York State United Teachers is a statewide union with more than 600,000 members in education, human services and health care. NYSUT is affiliated with the American Federation of Teachers, the National Education Association and the AFL-CIO. In conclusion, the project proposed has NYSUT’s full endorsement. Sincerely,

Jolene DiBrango Executive Vice President


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Executive Directors Andrew Frishman Carlos Moreno Board Chair Peter McWalters Board Members Lorne Adrain Jody Cornish Dale Dougherty David Gersten Saul Kaplan Gary Kraut Rosemarie Loffredo Natalia Marte Gislaine Ngounou Andrew Nkongho Molly O’Donnell Ramona Pierson Melanie Tavares Blair Underwood

Co-Founders Dennis Littky, Ph.D. Elliot Washor, Ed.D.

Activating the power of schools, systems and communities through student-driven, real-world learning.

SCHOOLS, INNOVATION, INFLUENCE

April 25, 2022 Donald Peasley US Department of Education, OESE Office of Academic Improvement Programs 400 Maryland Ave, SW LBJ Federal Office Building Washington, DC 20202-6200 Dear Dr. Peasley, I am pleased to be writing a letter in support of the proposal for the New York State Performance Learning and Assessment Networks (PLAN) Pilot being submitted to the Competitive Grants for State Assessments (CGSA) program by the New York State Education Department (NYSED). We support this grant application and the project’s focus on reimagining New York State’s educational assessment strategy to purposefully foster high-quality instructional opportunities, provide authentic measures of deeper learning, and better prepare New York’s students for college and the workplace. In sum, the project proposed has our full endorsement. Sincerely,

M. R. Brezler Chief Operating Officer Big Picture Learning

Big Picture Learning 325 Public Street Providence, RI 02905 www.bigpicture.org @bigpiclearning


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April 25, 2022

Donald PeasleyUS Department of Education, OESEO�ce of Academic Improvement Programs400 Maryland Ave, SWLBJ Federal O�ce BuildingWashington, DC 20202-6200

Dear Dr. Peasley,

Internationals Network is pleased to be writing a letter in support of the proposal for the NewYork State Performance Learning and Assessment Networks (PLAN) Pilot being submitted to theCompetitive Grants for State Assessments (CGSA) program by the New York State EducationDepartment (NYSED).

As the only school development and support organization dedicated to the needs of newimmigrants and refugees, Internationals Network has become a leading national voice in the �ghtfor educational equity. Internationals provides a variety of supports to its expansive networkthrough school-based and network partnerships with citywide and community-basedorganizations. Listed as one of PLAN’s model schools, Internationals looks forward toparticipating in the PLAN Pilot.

We support this grant application and the project’s focus on reimagining New York State’seducational assessment strategy to purposefully foster high-quality instructional opportunities,provide authentic measures of deeper learning, and better prepare New York’s students for collegeand the workplace.

Sincerely,

Julie Ma Liliana VargasInterim Co-Executive Director Interim Co-Executive DirectorInternationals Network for Public Schools Internationals Network for Public Schools


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Our Fami y of Schoo s

UA Academy for Future Leaders

UA Academy of Government and Law

High School of Arts & Technology

UA School for Applied Math & Science

UA Bronx Academy of Letters

Bronx Academy for Software Engineering

UA Charter School for Computer Science

UA Gateway School for Technology

UA School for Green Careers

UA School for Global Commerce

Global Learning Collaborative

UA New York Harbor School

UA Institute of Math & Science for Young Women

UA Bronx School for Law, Government, & Justice

UA Maker Academy

UA Media High School

UA School for Collaborative Healthcare

UA School of Design & Construction

UA School for Emergency Management

UA School for Law & Justice

UA School for Leadership and Empowerment

UA School for the Performing Arts

UA Unison School

Donald Peasley

US Department of Education, OESE

Office of Academic Improvement Programs

400 Maryland Ave, SW

LBJ Federal Office Building

Washington, DC 20202-6200

Dear Dr. Peasley,

I am pleased to be writing a letter in support of the proposal for the New York State

Performance Learning and Assessment Networks (PLAN) Pilot being submitted to the

Competitive Grants for State Assessments (CGSA) program by the New York State

Education Department (NYSED).

We support this grant application and the project’s focus on reimagining New York

State’s educational assessment strategy to purposefully foster high-quality instructional

opportunities, provide authentic measures of deeper learning, and better prepare New

York’s students for college and the workplace.

In sum, the project proposed has our full endorsement.

Sincerely,

Alexis Goldberg

Managing Director of School Support

The Urban Assembly


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April 26, 2022 Dr. Donald Peasley US Department of Education, OESE Office of Academic Improvement Programs 400 Maryland Ave, SW LBJ Federal Office Building Washington, DC 20202-6200

Dear Dr. Peasley,

I am pleased to write in support of the proposal from the New York State Education Department (NYSED) to establish the Performance Learning and Assessment Networks (PLAN) Pilot project. In my view this proposal fits well within the guidelines of the U.S. Education Department’s Competitive Grants for State Assessments (CGSA) program. As you know, there is a strong need for initiatives that allow for a reimagining of statewide educational assessment strategies. The NYSED proposal, which outlines a project that will foster high quality instructional opportunities and couple them closely with more authentic assessments of deeper learning, directly addresses this need in imaginative and practical ways.

There is an enormous need to find approaches that link teaching, learning and assessment in ways that are meaningful to teachers, parents, and students. My colleagues at NYSED have crafted a project that, when implemented, will address that goal. I am very happy to offer my endorsement of and full support for this proposal from the New York State Education Department.

Sincerely,

Howard T. Everson, Ph.D. Senior Principal Research Scientist Center for Educational Research & Innovation SRI International


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Michelle Fine, Distinguished Professor of Psychology, American Studies, Urban Education and Social Welfare

The Graduate Center, CUNY Visiting Professor, Psychology, University of South Africa

365 Fifth Avenue New York, New York 10016

Donald Peasley US Department of Education, OESE Office of Academic Improvement Programs 400 Maryland Ave, SW LBJ Federal Office Building Washington, DC 20202-6200

April 21, 2022

Dear Dr. Peasley:

I write to express my strong support for and enthusiastic collaboration with the New York State Performance Learning and Assessment Networks (PLAN) Pilot being submitted to the Competitive Grants for State Assessments (CGSA) program by the New York State Education Department. Since graduate school at Columbia University in the 1980s, throughout my Chaired faculty position at the University of Pennsylvania 1981 – 1991, and now as a Distinguished Professor of Psychology and Urban Education at the Graduate Center, CUNY, I have been engaged in systematic research of and for New York City high schools – particularly innovative schools dedicated to students most at the margins. In the 1990s I was the evaluator for the New Visions small schools grant. By the mid-1990s, I conducted a systematic longitudinal analysis of the graduation rates for the International High Schools. In 1991 I published a book Framing Dropouts lifting up for policy consideration the deeply troubling problem of school drop out and push out. Through the 90s and into the early 2000s I was engaged as a multi-method evaluator of school integration, performance assessments, detracking and alternative/transfer schools. Most recently, with funding from Dr. Linda Darling-Hammond at the Learning Policy Institute, my colleague Karyna Pryiomka and I conducted and published a longitudinal statistical analysis of Performance Standards Consortium graduates as they navigate public higher education. That report, Assessing College Readiness Through Authentic Student Work, https://files.eric.ed.gov/fulltext/ED606677.pdf, demonstrates conclusively and over time the academic excellence and persistence exhibited by graduates of Consortium schools, even those who scored below the CUNY requisite 500 SAT and particularly African American males.

Stated simply, across thirty years I have been engaged with NYC educators documenting their finest, most equitable and culturally responsive practices, and chronicling the resultant student outcomes and school transformations. But all of this work has happened outside/in the shadows of a supportive policy infrastructure. What is stunning about the PLAN PILOT, initiated by the State Department of Education, Chancellor Lester Young and Commissioner Betty Rosa, is the ambitious and evidence-based vision of creating a statewide assessment strategy that is rooted in equity, transparency, deep


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learning and predictive validity – that is, strong post-high school outcomes. The PLAN PILOT is exquisitely conceptualized in consultation with New York State educators who have been national innovators in performance assessment; community-based and state level policy makers who have been championing a new assessment strategy for New York, and national researchers who seek to hold the state and the schools accountable for equitable outcomes of meaning – beyond test scores.

This is a new chapter for New York State and frankly the nation. People watch New York to determine if and how the winds of assessment might shift direction. As you know, New York is one of only 11 states that has retained a high-stakes testing requirement for graduation. In a bold, ambitious, evidence-based and care-ful design, the NYSED has developed a plan that is unequivocally dedicated to rich accountability for all, using multiple measures, attentive to post-graduate outcomes and committed to racial, ethnic, socio-economic, linguistic and disability based equity.

Of course I have a stake in this project – I am the evaluator. But far more than that, I have documented for three decades the rich work of educators in New York State building within public education, for the poorest children in the state, schools of rigor, relationship and deep learning, swimming upstream without a policy infrastructure to support or scaffold their work. They have achieved much; they are national models. It is time for the State and the federal government to grant them resources and a policy platform so that they can take this model to scale in the state – across urban-rural-suburban schools, wealthy and struggling, schools serving newcomers and those who have been here for generations, schools deeply committed to culturally responsive education and those edging toward.

I write to support this proposal and to express my deepest hope that the federal government will support this New York statewide initiative that blends equity, transparency and accountability – as if they were one word.

The proposal has the full endorsement of the Public Science Project at the Graduate Center, CUNY.

Sincerely,

Michelle Fine

Michelle Fine

Distinguished Professor of Psychology, Gender/Women’s Studies, Social Welfare, American Studies and Urban Education

[email protected]

212.817.8710


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485 Lasuen Mall, Stanford, CA 94305

April 26, 2022 Donald Peasley US Department of Education, OESE Office of Academic Improvement Programs 400 Maryland Ave, SW LBJ Federal Office Building Washington, DC 20202-6200 Dear Dr. Peasley: I am pleased to write a letter in support of the proposal for the New York State Performance Learning and Assessment Networks (PLAN) Pilot being submitted to the Competitive Grants for State Assessments (CGSA) program by the New York State Education Department (NYSED). This letter describes my relevant background and what I expect to contribute as an advisor. As Professor of Poverty and Inequality in Education and Professor (by courtesy) of Sociology at Stanford University, my research focuses on the causes, patterns, trends, and consequences of social and educational inequality. I study issues of residential and school segregation and of racial/ethnic and socioeconomic disparities in academic achievement and educational success. I also develop applied statistical methods for educational research, namely methods of measuring social and educational inequality (including the measurement of segregation and achievement gaps) and methods of causal inference in educational and social science research. Moreover, as director of the Educational Opportunity Project (EOP) and developer of the Stanford Education Data Archive (SEDA), a 10-year archive of roughly 450 million standardized test scores with measures of educational opportunity for every community in the United States, I have a robust understanding of the landscape of educational equity across the nation. Additionally, because my project, the EOP, has an existing partnership with NYSED to use longitudinal data to study educational equity across New York state, I bring further knowledge of the educational context in New York state. I can also personally attest to the professionalism of key players on the NYSED team, whose leadership is fully committed to improving equity at a system-level and using research to thoughtfully inform policy. Therefore, this grant application has my full endorsement, and I am willing to commit one day per year as an advisor. I have no doubt that the NYSED team is well equipped to lead the important work of reimagining New York state’s educational assessment strategy to purposefully foster high-quality instructional opportunities, provide authentic measures of deeper learning, and better prepare New York’s students for college and the workplace. I look forward to the prospect of contributing my expertise on measures of student learning and, if needed, would be glad to discuss my support further. Sincerely,

Director, The Educational Opportunity Project at Stanford University Professor of Poverty and Inequality in Education and Professor (by courtesy) of Sociology Stanford University


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BIOGRAPHICAL SUMMARIES & RESUMES

PLAN Project Organizational Chart

TEAM LEADERS

Allison Armour-Garb, J.D., is a licensed attorney and a public policy and college- and career-readiness expert. As the Special Advisor to the Executive Deputy Commissioner at NYSED, Ms. Armour-Garb manages the development and implementation of special projects and strategic policy research initiatives. Prior, Ms. Armour-Garb served as the Senior Deputy’s Chief of Staff, aiding in the management of the Office of Education Policy. As Executive Director of Educator Effectiveness Policy and Programs at NYSED, Ms. Armour-Garb coordinated implementation of the Board of Regents’ policy reforms in the areas of teaching and school leadership. Nicole B. Lennon, Ph.D., is a Program Research Specialist at NYSED’s Office of the Special Advisor to the Executive Deputy Commissioner. In this role, Dr. Lennon is responsible for evaluating educational programs to determine program effectiveness and potential for scaling or replication, generating insights for policy development and program improvement. Dr. Lennon previously served as Senior Administrative Analyst in NYSED’s Office of Adult Career and Continuing Education and is a former Early Education Teacher and Lead Teacher. Debra Lamb, Ed.D., will direct the PLAN Pilot. Dr. Lamb is a former New York City Department of Education Assistant Superintendent and Senior Director of Student Support Services and Community Partnerships in the Office of the First Deputy Chancellor. She has 25


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years of service at the central, district, network, and school levels in New York City, in addition to 14 years of non-profit organizational experience. Michelle Fine, Ph.D., is a Distinguished Professor of critical psychology, social welfare, and urban education at The Graduate Center, CUNY, and a founding faculty member of The Public Science Project, a university-community research space designed in collaboration with movements for racial and educational justice. Dr. Fine has been recognized as Professor Extraordinarius at the University of South Africa Psychology Department (2021–24). Her publications include Just Methods: Expanding the Methodological Imagination and CUNY-Performance Standards Consortium Collaboration: Tracking Implications for Equity and Access. She has been honored with a range of professional awards, including a lifetime achievement award from the American Educational Research Association. TEAM MEMBERS & KEY ADVISORS

Elisa Alvarez is Associate Commission for the Office of Bilingual Education and World Languages at the NYSED. Prior to joining NYSED, Ms. Alvarez served in leadership roles at the New York City Department of Education where she oversaw efforts to train educators in best practices such as differentiated learning for English language learners/Multilingual Learners. She started her career in education as a Special Education staff developer and ultimately became Principal of KAPPA III Middle School in the Bronx where she helped develop a rigorous, accelerated academic program for a diverse community of learners.

Marybeth Casey is the Assistant Commissioner of Curriculum and Instruction and Early Learning at NYSED and is responsible for the administration of the offices of Curriculum and Instruction, Early Learning, Education Design and Technology and Career Technical Education. Ms. Casey develops policy, regulation, and technical assistance related to P-12 programming in all academic and Career and Technical subject areas. Previously, Ms. Casey was an Associate in Education Improvement Services at NYSED’s Office of Curriculum and Instruction, providing statewide leadership in the area of P-12 program and diploma requirements, and is a former Teacher.

Kathleen DeCataldo is Assistant Commissioner for the Office of Student Support Services at NYSED. In this role, she promotes school improvement by focusing on social and emotional development and learning. She oversees programs, services and activities related to the Dignity For All Students Act, Pupil Personnel Services, Student Health and Wellness, Expanded Learning Opportunities, Social Emotional Learning and Mental Health, School Climate and Safety, and Alternative and Incarcerated Education. Prior to joining NYSED staff, Ms. DeCataldo served as Executive Director of the NYS Permanent Judicial Commission on Justice for Children, Assistant Deputy Counsel for the NYS Office of Children and Family Services, and


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Family Court Judge for Schenectady County Family Court. She holds a JD from Albany Law School of Union University and a BS in Medical Technology from SUNY Stony Brook. Emily K. Desantis is the Assistant Commissioner for Public Affairs at NYSED. Ms. DeSantis oversees special projects related to advancing the priorities of the Board of Regents and Commissioner, such as the review of graduation requirements in NY State. She also manages the strategic communications of the Department’s initiatives. Ms. DeSantis has fifteen years of leadership experience in strategic government communications and providing integrated communications counsel to state agencies. Howard T. Everson, Ph.D., is a Visiting Professor of Educational Psychology at the CUNY Graduate Center and a Senior Research Scientist at the Center for Education Research & Innovation at SRI International. Dr. Everson’s research on the applications of measurement principles to education has contributed to developments in educational psychology, psychometrics, and quantitative methods. Dr. Everson’s experience directing research for the College Board and Educational Testing Service, as well as the National Assessment of Educational Progress Statistical Services Institute, is leveraged to help states and districts strategically use student assessments to implement new college and career-ready standards. Dr. Everson is an elected fellow of both the American Educational Research Association and the American Psychological Association. He has authored numerous books and book chapters, and has published in peer-reviewed journals including the Journal of Educational and Psychological Measurement. David Frank is Chief of Staff for the Office of Education Policy at NYSED. He works at the intersection of strategy, policy, and funding to lead the reimagining of educational opportunities for New York’s 2.1 million students, with a special focus on supporting school turnaround and advanced course access initiatives. He also leads the P-20 educational, operational, and financial teams to implement NYSED’s guiding principles of a service-oriented approach to supporting educators through a lends of diversity, equity, and inclusion. Prior to his current role, Mr. Frank served as Executive Director of Educational Innovation and Strategic Initiatives for NYSED where, among other accomplishments, he oversaw authorization of 99 charter schools on behalf of the NYS Board of Regents. He holds an MS in Applied Developmental Psychology in Education and a BS in Psychology from University of Pittsburgh. Jason Harmon is Deputy Commissioner for the Office of P-12 Operational Support at NYSED. In this role, he leads initiatives to advance diversity, equity and inclusion in schools across New York State, oversees P-12 Education School Services, including the Offices of Accountability, Assessment, Information and Reporting Services, Innovation and School Reform, and School Business Supports. Prior to his current position, Mr. Harmon served as Assistant Commission for the Office of Accountability, Chief of the Bureau of School Improvement Planning, Director of


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the Office of ESSA-Funded Programs, among other roles for NYSED. Prior to joining staff at NYSED, he supported grant development for the Greater Southern Tier BOCES. He holds an MS in Education and a BA in History and American Studies from Elmira College. Angelique E. Johnson-Dingle is the Deputy Commissioner of P-12 Instructional Support at NYSED, overseeing curriculum and instruction, special populations, expanded learning opportunities, and more. Ms. Johnson-Dingle previously supported the Western Suffolk BOCES as the District Superintendent and, prior, as the Divisional Director for Instructional Support Services. Ms. Johnson-Dingle is an experienced Teacher in the elementary and secondary grade levels and a former district leader. Additional leadership roles have included Co-Chair of the Suffolk County School Superintendents’ Association Diversity, Equity, and Inclusivity Committee and panel member for the edTPA Multiple Measures Review Process. Rose M. LeRoy is the Director of Educational Data and Research for NYSED, managing the teams that complete all aspects of data collection and reporting for assessments. Ms. LeRoy also provides oversight of the office of Educational Design and Technology, which guides the effective integration of technology to transform learning environments statewide. Ms. LeRoy was previously the Assistant Superintendent for Curriculum and Instruction and, prior, the Director of Curriculum, Assessment, Data, Accountability and Special Education — both at Altmar Parish Williamstown Central School District. Ms. LeRoy is a former Middle School Principal, District Curriculum Coordinator, Teacher, and Data Administrator. David Mumper has served as a Resource Specialist for the Southern Westchester BOCES / Hudson Valley RBERN since 2015, implementing initiatives to ensure equitable educational opportunities for English Language Learners in partnership with 144 NY public school districts in addition to coordinating regional teacher and administrator training. Mr. Mumper is an Adjunct Lecturer at the City College of New York and a Supervisor for the School of Education at the State University of New York at New Paltz, where he supports student teachers in the TESOL Master's program. Prior, Mr. Mumper has served as an Administrator, Teacher, and Lead Teacher at the New York City Department of Education. William P. Murphy, Ph.D., is the Deputy Commissioner for Higher Education at NYSED, supporting policy and programmatic oversight of NYS Colleges and Universities. With over 20 years experience managing public and private education and evaluation initiatives, Mr. Murphy possesses a unique combination of assessment and higher education specialties with experience in state, national, and international education and evaluation. Mr. Murphy is a former Director of Professional Education and a former Assistant in Educational Testing — both at NYSED. Dr. Murphy has contributed expertise on the NYS Regents Task Force on Distance and Competency Based Education.


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Karyna Pryiomka is an Adjunct Lecturer at Lehman College, City University of New York, on Statistical Methods in Psychology. Ms. Pryiomka was previously a Graduate Teaching Fellow and Adjunct Lecturer at Hunter College, City University of New York. Ms. Pryiomka co-authored Assessing college readiness through authentic student work: How the City University of New York and the New York Performance Standards Consortium are collaborating toward equity (2020, Learning Policy Institute) and has presented at over a dozen conferences on a range of educational and psychological topics. Sean F. Reardon, Ed.D., is an Endowed Professor of Poverty and Inequality in Education at Stanford University and Director of the Stanford Interdisciplinary Doctoral Training Program in Quantitative Education Policy Analysis. His research focuses on the trends and consequences of social and educational inequality and in applied statistical methods for educational research. Dr. Reardon previously served as Assistant Professor of Education and Sociology and began his career as a High School Physics/Mathematics Teacher. Dr. Reardon is a member of the National Academy of Education, a recipient of the National Academy of Education Postdoctoral Fellowship, and an Andrew Carnegie Fellow. Lorrie A. Shepard, Ph.D,. is a University Distinguished Professor in the School of Education at the University of Colorado Boulder. Dr. Shepard is a prolific researcher and published author on the future of educational assessment, assessment lessons from K-12 education research, equitable assessment, and social models of learning and assessment. Dr. Shepard conducts editorial reviews for American Educational Research Journal and Educational Measurement: Issues and Practice, among other academic journals. Since 1995, Dr. Shepard has been a Member of the National Assessment of Educational Progress Validity Studies Panel through the National Center for Education Statistics. Christopher Suriano is the Assistant Commissioner of the NYSED Office of Special Education, overseeing efforts to promote educational equity and excellence for students with disabilities. Mr. Suriano manages the supervision and monitoring of all schools serving NYS preschool and school-age students with a disability as well as the provision of support and professional learning to parents and districts. Mr. Suriano previously served as the Executive Director of Specialized Services for the Rochester City School District and was a Special Education Teacher for over twenty years. Alexander Trikalinos, J.D., is the Executive Director of the Office of Educator Quality and Professional Development at NYSED. In this role, Mr. Trikalinos oversees State-level strategies to support the professional learning and growth of educators, ensuring that all students have equitable access to effective, experienced, diverse, and qualified educators. Mr. Trikalinos leads a team of educators, attorneys, and data analysts responsible for the implementation and monitoring of 735 local evaluation systems and the provision of technical assistance to the field


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on research and best practices in evaluation systems. Mr. Trikalinos has also served as an Education Specialist in the Office of Teacher/Leader Effectiveness, and is a former Teacher. Zachary B. Warner, Ph.D., is the Director of the Office of State Assessment at NYSED, managing quality control for test development and administration across the State. With over a decade of experience in assessments, including serving as the State Psychometrician for NYSED, Dr. Warner has coordinated the implementation of new assessments, advised on alternative assessment mechanisms, collaborated with psychometric and content advisory groups on assessment issues, and developed communications to inform educators, parents, and other consumers. Dr. Warner started his career as a High School Mathematics Teacher and Graduate and Undergraduate Education Program Instructor.


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ALLISON ARMOUR-GARB [email protected]

EXPERIENCE

NEW YORK STATE EDUCATION DEPARTMENT, Albany, NY SPECIAL ADVISOR TO THE EXECUTIVE DEPUTY COMMISSIONER March 2021 – present • Manage development and implementation of special projects and strategic P20 policy research

initiatives. Primary liaison with Department’s research partners, including Stanford University’s Educational Opportunity Project and the National Comprehensive Center’s Community of Practice for Equity and School Improvement. Commissioner’s designee to Regional Educational Laboratories Governing Board (since Fall 2019).

• Oversee Principal Preparation Project (since Spring 2018), Charter Schools Office (since May 2019), and Teaching in Remote/Hybrid Learning Environments program (since August 2020).

SENIOR DEPUTY’S CHIEF OF STAFF December 2019 – March 2021 Aided Senior Deputy Commissioner in all aspects of managing the Office of Education Policy, which spans P-12 and higher education. Primary author of Department’s Educator Diversity Report (Dec. 2019). http://www.nysed.gov/educator-quality/ensuring-equitable-access-high-quality-teachers-and-leaders SENIOR ADVISOR, P-20 POLICY COORDINATION September 2017 – December 2019 • Advised Deputy and OHE managers on policy, legal matters, and operational processes. Established

and maintained processes for teamwork and communication. • Assumed leadership of OHE offices on an interim basis as needed, including Office of College and

University Evaluation, Office of School Personnel Review and Accountability, and Office of Early Learning. Served as Interim Director of Operations (DOO) for over a year, concurrent with other duties, and onboarded incoming DOO.

• Provided support to the Office of Access, Equity, and Community Engagement Services on My Brother’s Keeper symposium, requests for proposals, Foster Youth College Success Initiative, and Tuition Assistance Program Task Force.

• Managed development and implementation of new programs, such as the Teacher Diversity Pipeline Pilot. Represented OHE on Civic Readiness Task Force.

EXECUTIVE DIRECTOR, EDUCATOR EFFECTIVENESS October 2010 – August 2012 Managed implementation of teaching and school leadership policy. • Oversaw approximately $100 million of Race to the Top budget and federal Teacher Incentive

Fund grant. Managed procurement and oversaw RFPs for competitive grants to school districts and higher education institutions.

• Collaborated with counsel and managed team to develop policy and guidance, including regulations implementing teacher and principal evaluation law. Worked with senior team to design and launch online process for approving districts’ Annual Professional Performance Review plans. Hired, managed, and coordinated training of educator effectiveness staff.

• Led development of educator certification exams to align with new learning standards, incorporate performance assessment, and focus on instructional leadership. Liaison to Pearson Evaluation Systems and Stanford Center for Assessment, Learning, and Equity.

• Presented and led trainings for stakeholders and the public. Coordinated and facilitated stakeholder input processes, including Regents Task Force on Teacher and Principal Effectiveness; Professional Standards and Practices Board; and Linking Schools and Stakeholders subgroup of School and District Accountability Think Tank.


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ALLISON ARMOUR-GARB Page 2 of 4 • Oversaw educator certification operations. Supervised ~50 staff. Initiated updating regulations

and publicizing policies to improve transparency. (June 2011 – February 2012)

COMMISSIONER’S CHIEF OF STAFF January 2010 – October 2010 • Collaborated with senior management team on policy development, including graduation

pathways and re-setting cut scores on grades 3-8 English language arts and math assessments. Assisted overseeing meetings of NYSED Technical Advisory Group (independent psychometricians who provide advice on student assessment program).

• Managed preparation and follow-up for major events involving Commissioner’s participation, including state legislative budget hearings for P-12 and higher education.

• Coordinated screening and hiring of deputy commissioners. Held check-in meetings with each deputy commissioner and ensured key decision points were elevated to the Commissioner.

EDUCATION POLICY CONSULTANT January 2014 – September 2017 PUBLIC POLICY INSTITUTE OF NEW YORK STATE, Albany, NY Represented New York’s business community to advocate for accountability policies under ESSA. Produced events and materials on the link between education and the economy. Developed and managed programs on P-16 and higher education policy and workforce development. Developed policies to ensure equity, community engagement, and postsecondary readiness under ESSA. Developed research, reports, and presentations on college-readiness standards and college-district-employer partnerships that improve postsecondary access and success, particularly P-TECH. COUNCIL FOR A STRONG AMERICA, Washington, D.C. (Remote) Conceived and oversaw development of program to publicize role of remedial education in postsecondary access and success. Secured support from SUNY Chancellor.

NELSON A. ROCKEFELLER INSTITUTE OF GOVERNMENT of SUNY, Albany, NY DIRECTOR, EDUCATION STUDIES March 2007 – January 2010 SENIOR RESEARCH SCIENTIST October 2004 – March 2007 Oversaw and managed teams to develop research and inform policy and decision-making on education issues and programs, for federal and New York State government agencies and SUNY. • Led program on development of policies for common K-12 standards and assessments. • Provided research-based input to managerial decision-making and policy development for

federal programs providing service learning and college tuition assistance. Oversaw budget, timeline, in-house team, and university professors in 10 states.

• Other policy issues included SUNY tuition and financial aid, special education, community colleges’ workforce preparation programs, and teacher preparation.

PUBLIC POLICY CONSULTANT 2000 – 2002 Co-authored program evaluation report, Strengthening Democratic Governance in Conflict-Torn Societies. Provided research-based advice to higher education administrators in decision-making and development of policies to promote efficient management and improved educational outcomes.

MAYOR’S ADVISORY TASK FORCE ON THE CITY UNIVERSITY OF NEW YORK, New York, NY ASSOCIATE DIRECTOR OF RESEARCH June 1998 – January 2000 Managed project on admissions and remedial education policies and opportunity programs in nation’s largest urban public university. Directed development of research. Managed and coordinated financial consultants, psychometricians, attorneys, and education policy experts. Prepared reports to Task Force and Mayor to inform policy development and decision-making,


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ALLISON ARMOUR-GARB Page 3 of 4 including major findings on effects of TAP and federal financial aid laws and CUNY policies on student access and graduation rates.

NEW YORK CITY DEPARTMENT OF EMPLOYMENT, New York, NY ASSISTANT GENERAL COUNSEL, LEGAL & INTERGOVERNMENTAL AFFAIRS July 1997 – June 1998 Developed and implemented policies to improve program effectiveness for workforce development agency serving economically disadvantaged adults and at-risk youth.

NEW YORK CITY HOUSING AUTHORITY, New York, NY HONORS ASSOCIATE, LAW DEPARTMENT September 1995 – July 1997 Managed caseload and worked with legal teams on complex civil rights cases. PROFESSIONAL ACTIVITIES

ADMITTED TO THE BAR IN UNITED STATES FEDERAL AND NEW YORK STATE COURTS SUSAN ODELL TAYLOR SCHOOL, BOARD OF TRUSTEES VICE PRESIDENT 2015 – 2019 Vice President (2 years) and Governance Committee Co-Chair. Oversaw school serving preschool through grade 8. Led policy development and decision-making on strategic issues. Worked with head of school and trustees towards achievement of the school’s mission and goals. U.S. CHAMBER OF COMMERCE FOUNDATION, CENTER FOR EDUCATION AND WORKFORCE Invited participant, ESSA Institutes July and December 2016 Invited participant, K-12 Business Engagement Strategy Session March 2016 “STATES’ IMPLEMENTATION OF THE COMMON CORE STATE STANDARDS AND THE AUSTRALIAN CURRICULUM” PROJECT March 2014 – June 2015 Led development of case studies for project assessing the strength of the initial strategies that two countries are using to implement major reforms in higher education programs and P-16 education policies. http://eric.ed.gov/?q=ED557593&id=ED557593 HARVARD GRADUATE SCHOOL OF EDUCATION October 2010 Invited participant, Delivering World-Class Results for Students NEW YORK STATE BAR ASSOCIATION - LAW, YOUTH, AND CITIZENSHIP COMMITTEE 2009 – 2012 NATIONAL RESEARCH COUNCIL - STATE EDUCATION STANDARDS WORKSHOP SERIES 2008 SCHOOL PERFORMANCE NEW YORK, BOARD TREASURER 2007 – 2009 EDUCATION NEW YORK UNIVERSITY SCHOOL OF LAW – Juris Doctor, May 1995 PRINCETON UNIVERSITY, SCHOOL OF PUBLIC AND INTERNATIONAL AFFAIRS – Master of Public Affairs (Domestic Policy), June 1994 HARVARD AND RADCLIFFE COLLEGES – A.B., magna cum laude, June 1989


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ALLISON ARMOUR-GARB Page 4 of 4 SELECTED PUBLICATIONS Armour-Garb, A. Bridging the STEM Skills Gap: Employer/Educator Collaboration in New York.

Public Policy Institute of New York State. Report and blog series, 2017. http://www.ppinys.org/reports/2017/PPI-Skills-Gap-Report.pdf

——— “7 Reasons Why Common Core is Here to Stay in New York.” U.S. Chamber of Commerce Foundation. 2016. https://www.uschamberfoundation.org/blog/post/7-reasons-why-common-core-here-stay-new-york

Gais, T., A. Wagner, H. Lawson, A. Armour-Garb, R. Sun, and K. Zuber. Policies, Practices, and Systems for the Improvement of Teaching and Learning: A Policy Paper for the TeachNY Advisory Council, State University of New York. Rockefeller Institute of Government. Draft submitted 2015.

Armour-Garb, A. (editor). Partnering with Schools for College and Career Readiness: Resources for the New York State Business Community. Public Policy Institute of New York State. 2014. http://www.ppinys.org/reports/2014/Common-Core-Employer-Guide.pdf

Buckley, J. and A. Armour-Garb. “Education.” In Oxford Handbook of New York State Government, Politics, and Policy. G. Benjamin (ed.). Oxford: Oxford Univ. Press. 2012.

Abbey, C. W. and A. Armour-Garb. Nonresident Tuition and Fees at SUNY: Rates, Policies, and Consequences. Rockefeller Institute Report. 2010. https://eric.ed.gov/?q=armour-garb&id=ED508536

Armour-Garb, A., L. Dadayan, and T. Gais. Spending Is Up, and So Are Interstate Disparities in States’ K-12 Education. Rockefeller Institute Fiscal Report. 2009.

Armour-Garb, A. (guest editor). “Point-Counterpoint: Should ‘Value-Added’ Models Be Used to Evaluate Teachers?” Journal of Policy Analysis and Management vol. 28, no. 3. https://onlinelibrary.wiley.com/doi/abs/10.1002/pam.20462

Armour-Garb, A. “Three Sticking Points Could Stunt Stimulus Education Reform.” Stateline.org. 2009. https://www.eschoolnews.com/2009/05/05/three-sticking-points-could-stunt-stimulus-education-reform/

Armour-Garb, A. and T. Gais. Stimulus Could Boost School Construction. Rockefeller Institute Observation. 2009. https://rockinst.org/blog/stimulus-boost-school-construction/

Armour-Garb, A. Barack Obama’s Education R&D Plan. Rockefeller Institute Observation. 2008. https://rockinst.org/blog/barack-obamas-education-rd-plan/

——— Accountability in K-12 Education. Rockefeller Institute Policy Brief. 2008. https://eric.ed.gov/?q=source%3a%22Nelson+A.+Rockefeller+Institute+of+Government%2c+State+University+of+New+York%22&id=ED502651

Armour-Garb, A. Intergovernmental Approaches for Strengthening K-12 Accountability Systems: Framework Paper. Rockefeller Institute. 2007. https://eric.ed.gov/?q=source%3a%22Nelson+A.+Rockefeller+Institute+of+Government%2c+State+University+of+New+York%22&id=ED502140

Renfro, S. and A. Armour-Garb. Open Admissions and Remedial Education at the City University of New York. 1999. http://www.nyc.gov/html/records/rwg/cuny/html/admissions.html

——— Beyond Graduation Rates: Assessing the Outcomes of CUNY’s Open Admissions and Remedial Education Policies. 1999. http://www.nyc.gov/html/records/rwg/cuny/html/gradrates.html


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NICOLE B. LENNON

Education

University at Albany, Albany, New York, Doctor of Philosophy, 2021

• Educational Policy & Leadership Specializing in rural education, comparative policy design theory, culture of policy, metro-centrism and metro-centric policy design, and collective case study research methods.

University of Maryland, College Park, Maryland, Master of Arts, 2017

• Education Policy Studies

Cazenovia College, Cazenovia, New York, Bachelor of Arts, 2014

• Liberal Studies Major, Philosophy Minor

Experience

New York State Education Department (NYSED), Office of the Special Advisor to the Executive Deputy Commissioner, Albany, New York

Program Research Specialist January 2022 – Present

• Research and development to support the work of the Executive Deputy’s office and Regents Research Fund, particularly as it relates to education research and strategic innovation.

• Primarily responsible for evaluating educational pilot programs and other new or strategically important educational programs identified by Department leadership to determine program effectiveness and potential scaling or replication; generating insights for policy development and program improvement related to agency strategic priorities.

• Responsible for collaborating with program office leadership to provide consultation in backward-designing program features and data collection plans for agency initiatives; collaborating with program and data offices to assess the agency’s current systems of data collection and related processes, develop recommendations for improvement, and assist with implementation of process improvements.

New York State Education Department (NYSED), Office of Adult Career and Continuing Education Services – Vocational Rehabilitation (ACCES-VR), Quality Assurance Monitoring Unit, Albany, New York

Senior Administrative Analyst March 2020 – January 2022

• Responsible for data analysis and the drafting of reports related to services provided to individuals with disabilities in attaining employment, education, and independent living statewide. Further responsible for providing recommendations on logistics, technology, and allocation of tasks to improve internal efficiency of the unit. Assist statewide offices and contracted vendors with continuous improvement of services through data analysis and reporting, trainings, and technical assistance. Provide Unit staff and clerical support, including overseeing unit purchases, travel reports, supervising office assistants, and acting as a liaison within the Department.


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NYSED, Office of the Deputy Commissioner for Higher Education, Albany, New York

Graduate Student Assistant May 2019 – January 2020

• Continuing projects started with the Chief of Staff for P-20 Policy Implementation, including the development, administration and initial analysis of a statewide teacher diversity landscape survey, serving as the principal analyst and drafter for a legislative report, statewide educator preparation program research, high school graduation standards research, teacher turnover data analysis, funding allocation analysis, and other projects under the supervision of the Senior Advisor for P-20 Policy Coordination and Strategic Planning.

NYSED, Office of the Senior Deputy Commissioner for P-20 Education Policy, Albany, New York

Graduate Student Assistant October 2018 – May 2019

• Graduate student assistant for the Chief of Staff for P-20 Policy Implementation. Experience researching information for briefings and developing summaries of reports for executive staff on topics including clinical experiences for teacher candidates, dual enrollment, educational equity, and developmental education; conducting national best practice research to design and recommend an ESSA-aligned College- Career- and Civic-Ready High School designation; conducting state-by-state analysis of program approval standards and foundation aid components; and designing and analyzing statewide surveys, among other tasks.

Trustco Bank, Schenectady, New York

Credit Coordinator 2017 – 2019

St. Matthew’s Parish Day School, Hyattsville, Maryland

Pre-Kindergarten Teacher 2016 – 2017

The Goddard School, Silver Spring, Maryland

Lead Teacher, Early Education 2015 – 2016

South Kortright Central School District, South Kortright, New York

Substitute Teacher, P-12 2014 – 2015

Washburn Teaching Fellowship, Cazenovia, New York

Fellow 2013 – 2014

Academic Learning Center, Cazenovia College, Cazenovia, New York

Peer Tutor 2012 – 2013

Creating Rural Opportunities Partnership, South Kortright, New York

Peer Tutor 2010 – 2011

Publications: Lennon, Nicole. “Folks Like Us”: Exploring State Education Policy in New York’s Rural School Districts.”. PhD diss., State University of New York at Albany, 2021.


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Certifications & Licenses: • New York State Teaching Assistant, Level 1

• Maryland School Age Assistant, Preschool, and Preschool Family Child Care Teacher

Awards & Recognition (Selected): • Passed with Distinction, University at Albany Doctoral Exam, 2019

• Trustco Bank Gold Star Award, 2018

• Cazenovia College Valedictorian, 2014

• Washburn Teaching Fellowship, Cazenovia College, 2013-2014

• Betty and Robert Mahaney Award in Effective Speaking, Cazenovia College, 2014

• Outstanding Senior Capstone in Liberal Studies Award, Cazenovia College, 2014

• John Watts Award in Liberal Studies, Cazenovia College, 2014

• Cazenovia College Debate Society Best Argument for the Opposition Award, 2014

• Valedictorian, South Kortright Central School, 2011

Community Service & Involvement (Selected): • Master Teacher Program Application Review Committee, SUNY System, 2019

• St. Matthew’s Parish Day School Summer Camps, 2016

• Moderator, Wheler Conference on World Affairs, Cazenovia College, 2013

• Moderator, Media Studies Symposium, Cazenovia College, 2013


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○ Engage in cross-functional collaborative activities with central divisions to disseminate policy andcontent to the field on major DOE initiatives including Comprehensive School Support, theSupportive Environment Framework, chronic absenteeism, disproportionality, studentempowerment/voice/choice initiatives, and social/emotional learning;

○ Cultivate partnerships with multiple public agencies and non-profit organizations to assist StudentServices in supporting vulnerable students, such as students in temporary housing, foster care, andformerly incarcerated youth;

○ Engage with unions on consultations related to student attendance policy implementation;○ Co-lead DOE’s My Sister’s Keeper (MSK) initiative, which brings together diverse groups of girls and

young women of color in grades 4-12, including all identifying as female, to engage in empoweringexperiences that build confidence, strengthen sisterhood, and promote gender equity; and

○ Organized screenings for students and staff of the films “PUSHOUT: The Criminalization of BlackGirls in Schools” (2019) and “College Behind Bars” (2020) to improve school culture.

● Field Support Liaison, Community School District 17 (Brooklyn) (2015-2019):○ Served as intermediary among Community School District 17 Superintendent’s team, schools, and

the Brooklyn Borough Field Support Center to ensure alignment of strategic support onadministrative, instructional, and operational issues;

○ Facilitated development of school improvement plans for District 17’s schools in collaboration withthe Superintendent and the Principal Leadership Facilitator/Deputy Superintendent;

○ Planned and facilitated monthly principals’ meetings, monthly district leadership team meetings, andthe district’s leadership retreat;

○ Conducted school-based professional development on such topics as effective action researchprocesses for school-based inquiry teams and data analysis;

○ Contributed to the development of District 17’s 2015-2017 Title III Annual Measurable ObjectivesApplication, and the 2016-2017 District 17 Comprehensive Educational Plan, both essential forensuring strategic planning and resource availability;

○ Focused attention on the educational challenges faced by Students in Temporary Housing byplanning and facilitating a “Legislative Lunch & Learn” in February 2016 and a forum at a homelessshelter in December 2016;

○ Designed and secured grant funding for District 17’s implementation of New York State’s 2016-2018My Brother’s Keeper Initiative focused on eliminating opportunity gaps and helping boys and youngmen of color to reach their full potential;

○ Designed District 17’s Family Resource Center at the Brooklyn Children’s Museum funded throughthe district’s My Brother’s Keeper grant and coordinated a February 2018 Grand Opening aimed atsupporting Students in Temporary Housing;

○ Served as point of contact for District 17 summer school coordination, partnership development,enrollment issues, fundraising, and service provision for students with special needs;

○ Trained as a Coach for NYCDOE’s Wallace Foundation-funded Emotional Intelligence Initiative aswell as for its Collaborative Action Research Program (CARP); and

○ Spearheaded development of District 17’s successful federal grant proposal for “EducationInnovation and Research Program/Early-Phase” grants.

Dr. Debra R. Lamb, Resume Page 2


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● Administrative Assistant Superintendent/Network Leader, Cluster 6 (Bronx) (2013-2015):○ Conducted School Quality Reviews across NYC’s five boroughs, collecting low- and

middle-inference data and artifacts consistent with the NYC Department of Education's QualityReview rubric;

○ Conducted one-day evaluative visits to support Principal Performance Reviews consistent with NewYork State’s Annual Professional Performance Review (APPR) legislation followed by writtenfeedback with for each Principal observed and their superintendent; and

○ Assumed additional role of Network Leader for a Children First Network of 35 schools across 6Districts in January 2015.

● Network Leader (2012-2013), Deputy Network Leader (2008-2012), Achievement Coach(2006-2008), Children First Network (CFN) 407 (Manhattan):○ Provided differentiated instructional, administrative, and operational support for a Children First

Network named the “Maverick Education Partnership,” which was comprised of 25 schools(Pre-Kindergarten through Grade 12, including one SUNY-authorized charter school) across 11districts and 4 NYC boroughs;

○ Supported leadership development and sharing of best practices among consortium of schools bywriting successful federal and state grant proposals;

○ Engaged in academic partnerships to facilitate and reinforce school-level professional developmentand leadership;

○ Delivered support, resources, and professional development to Pre-K through Grade 12 schoolsacross four boroughs to empower the achievement of their academic goals and objectives;

○ Engaged school staff in school improvement efforts addressing structures, systems, and students;○ Increased staff capacity to select and use of diagnostic and formative assessment tools and data

analysis through training and development; and○ Collaborated with school teams on action research, academic intervention services, and the school

quality review process, to support capacity building and improved student achievement.

● Director, Intervention Initiative, Division of Teaching & Learning (Central Office, Manhattan)(2004-2006):○ Led a citywide intervention initiative providing diagnostic assessment, intervention tools, and

progress monitoring support to schools for students retained in grade in accordance with a newcitywide promotion policy;

○ Supported a team of 10 Regional Directors of Intervention Services implementing academicintervention services citywide;

○ Collaborated with Regional Superintendents and their teams to support schools struggling with themost intensive intervention needs;

○ Gathered and disseminated best intervention practices for replication via a quarterly newsletterentitled “Sharing What Works”; and

○ Forged strategic partnerships with universities, especially the City University of New York, as well asother providers of specific intervention services for students with special needs such as EnglishLanguage Learners.



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● Manager of State & Federal Programs, Office of Government & Grants (Central Office, Manhattan)(2003-2004):○ Monitored district compliance across the NYC public school system with funder guidelines, grant

procedures, and organizational policy;○ Liaised with the New York State Education Department on district-level reimbursable funding issues,

including federal, state, and discretionary grants and comprehensive educational planning; and○ Managed the citywide District Comprehensive Educational Planning process.

● Director, Program Development & Planning, Chancellor’s District (Central Office, Brooklyn)(2002-2003):○ Spearheaded reimbursable program planning, implementation, and evaluation processes for a

special district aimed at realizing school-wide reform within New York City’s lowest performing publicschools;

○ Led the District’s Comprehensive Educational Planning process;○ Ensured that Chancellor’s District met all New York State Department of Education compliance

requirements to qualify for 100% of funding and other resources; and○ Secured resources to support professional learning and leadership development programs for faculty

as well as enrichment and intervention programs for students. Several schools met targets, werereleased from educational requirements, and returned to their home district.

● Deputy Executive Director, Division of Parent & Community Partnerships (Central Office, Brooklyn)(2000-2002):○ Oversaw the citywide management of all reimbursable programs, Title I parent involvement,

comprehensive school reform projects, and faith-based/community-based partnerships;○ Managed the citywide District Comprehensive Education Planning (DCEP) process; and○ Secured community input into decision-making about use of reimbursable funds as liaison to

Citywide Parents’ Advisory Council (CPAC) for Title I.

● Director, Management & Compliance Unit, Division of Funded & Community Resources (CentralOffice, Brooklyn) (1998-2000):○ Coordinated citywide district comprehensive educational planning process for largest school system

in the United States, with strategic planning for 32 school districts, as well as several special districtse.g., for students with special needs, overage students, and districts with the lowest-performingschools);

○ Managed process for securing approval of all District and school reimbursable budgets, involvingCity tax levy, state, and federal funds including Title I funds; and

○ Ensured district and school compliance with NYC Board of Education policy and funding guidelines.

● Program Development Specialist, Division of Funded Programs (Central Office, Brooklyn) (1998).○ Dr. Lamb secured and managed funding for projects supporting student achievement, and was

promoted seven months later.



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BODY POSITIVE, INC., New York, NY● Director of Development (1996-1998):

○ Managed all fundraising for this non-profit organization working to empower people living with and/oraffected by HIV/AIDS;

○ Spearheaded the organization’s direct mail program, and engaged in government and private grantproposal writing and event planning; and

○ Developed grant proposals pivoting the organization’s brand and appeal as the organizationtransitioned from serving primarily gay men to primarily intraveneous drug users.

WOMEN AND AIDS RESOURCE NETWORK, INC. (WARN) (Brooklyn, NY)● Program Director (1994-1996):

○ Oversaw implementation and raised funding for a multi-services program for families impacted byHIV/AIDS at this community-based nonprofit; and

○ Managed the organization’s scattered-site housing program with sites throughout New York City’sfive boroughs, as well as the information clearinghouse and supportive services referral program.

NEW YORK CITY DEPARTMENT OF EDUCATION● Teacher, Decatur-Clearpool School (PS/MS 35), Community School District 16 (Brooklyn)

(1992-1994):○ Taught literacy and library research skills for K-8 school’s Library Power program, an initiative funded

by the DeWitt Wallace-Reader’s Digest Fund to transform school libraries into centers of learning;○ Co-planned and co-taught units that integrated content with information literacy skills; and○ Coordinated special events, such as school plays, chorus, and book fairs.

BEDFORD-STUYVESANT COMMUNITY CONFERENCE, INC. (Brooklyn, NY)● Executive Director (1992):

○ Spearheaded delivery of case management services to the community with funding from NYCDepartment of Health; and

○ Organized conference highlighting work of 10 community task forces focused on critical issuesincluding education, housing, aging, health, and economic development.

THE FORD FOUNDATION (New York, NY) (1984-1992)● Senior Editorial Assistant, Office of Communications (1988-1992):

○ Provided editorial support on publication projects, including compiling grants list for Foundation’sAnnual Report, and drafting, editing and proofreading the Foundation’s newsletter.

● Legal Assistant, Office of Legal Services (1986-1988)● Administrative Assistant, Office of International Affairs (1984-1986)

RP FOUNDATION FIGHTING BLINDNESS (Pikesville, MD) (1982-1984)● Manager of Donor Information, Office of Development:

○ Acknowledged donations and memorial tributes for nonprofit funding research leading to prevention,treatment, and vision restoration for the spectrum of degenerative retinal diseases, including retinitispigmentosa and macular degeneration; and

○ Managed organization’s transition to a computerized donor base.

PRATT INSTITUTE (Brooklyn, NY) (1980-1982)● Secretary, Department of Computer Science



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HIGHER EDUCATION EXPERIENCEST. JOHN FISHER COLLEGE (Rochester, NY) (2014-2020)● Executive Mentor (2015-2020):

○ Served as a mentor for doctoral students engaged in field experiences.● Dissertation Committee Member (2014-2020):

○ Reviewed and provided feedback on dissertation drafts from doctoral candidates.

BARUCH COLLEGE/CITY UNIVERSITY OF NEW YORK (Manhattan) (2014-2020)● Executive-On-Campus Program Mentor:

○ Mentored experienced nonprofit, governmental, and private-sector executives pursuing a Master ofPublic Administration (MPA) degree at Baruch’s School of Public and International Affairs.

LONG ISLAND UNIVERSITY/BROOKLYN CAMPUS (NY) (2016-2018)● Mentor:

○ Mentored teachers engaged in administrative internships as part of their School District Leadership(SDL) certification requirement

SOUTHERN NEW HAMPSHIRE UNIVERSITY (SNHU) (Manchester, NH) (2015-2017)● Adjunct Professor, College of Online & Continuing Education:

○ Taught the following online undergraduate courses:■ Public Policy—Ethics & Theory (Summer 2015, Fall 2016);■ Nonprofit Management Seminar (Fall 2015, Winter 2015, Spring 2016); and■ Grant Writing Seminar (Fall 2017).



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Michelle Fine, Distinguished Professor Deputy Executive Officer, Psychology Critical Social-Personality Psychology

American Studies, Social Welfare, Urban Education and Women’s Studies The Graduate Center of the City University of New York

Academic Positions The University of South Africa 2021-2024

Professor Extraordinarius, Psychology Department The Graduate Center of the City University of New York, Critical Social/Personality Psychology Deputy Executive Officer, Psychology Department 2014 Subprogram head, Social/Personality Psychology 2008- 2011

Distinguished Professor of Psychology and Urban Education 2002 Co-Director of The Public Science Project 2006 Professor of Psychology, Social-Personality Psychology, 1992 Urban Education and Women's Studies

Victoria University of Wellington, New Zealand 2019 - 2021 Adjunct Professor, School of Education The University of New Zealand 2000

Institute for Maori Studies Visiting Scholar

University of Pennsylvania The Goldie Anna Charitable Trust Professor of Education 1990-1992 Interdisciplinary Studies in Human Development Program

Associate Professor of Psychology in Education 1986-1990 Interdisciplinary Studies in Human Development Program Assistant Professor of Psychology in Education 1981-1986 Interdisciplinary Studies in Human Development Program Consultant, Philadelphia Schools Collaborative 1988-1995 Restructuring Comprehensive High Schools Education Teachers College, Columbia University Ph.D. in Social Psychology 1980 M. Phil. in Psychology 1979


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M.A. in Psychology 1978 Brandeis University 1975

B.A. in Psychology Honorary Degrees and Commencement Addresses Teachers College, Columbia University, MA ceremony at Saint John the Divine 2019 Medalist Award for Distinguished Service Palo Alto University – Stanford University Consortium for Clinical Psychology 2019 Lewis and Clark University 2012 School of Education and Counseling Bank Street College 2002 Award for Social Justice and Education Grants, Contracts and Fellowships Oral Histories of Women and Femmes during COVID19: A deep examination 2021 - 2023 Of low wage workers’ lives, families, labor, activisms and well being Times Up Foundation Documenting the Lives of Immigrant Adolescents Navigating School and the Everyday in Contentious Times 2019 – 2023 With Camille Lester, Juan Carlos Garcia and Sam Finesurrey Civic Engagement as Immigrant Justice 2019 Bringing Theory to Practice With Jennifer Ayala, Sam Finesurrey and Anne Galletta Action Research Visiting Scholar 2018 Moravian College Bethlehem, Pennsylvania National Centre for Research Methods 2016 London, University of East London Edinburgh University London School of Economics Visiting Scholar Ford Foundation 2016-2018 Just Methods: Democratizing the Circulation and Production of Knowledge by/for/about Young People in Struggle Maria Elena Torre and Sarah Zeller-Berkman, co-Principal Investigators Conrad Hilton Foundation 2016-2018 Fostering Growth: The Gifts They Bring A critical participatory study by/for foster care youth in CUNY Katie Cumiskey, Co-Principal Investigator University of Witwatersrand 2015 Invited lecturer


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Spencer Foundation 2015 - 2016 Urban Research Collaborative Mark Warren, co-Principal Investigator U.S. Department of Education 2014 – 2018 First in the World Program Subcontract/Partnership with University of Minnesota, lead institution Tides Foundation 2014-2016 “What’s your issue?” LGBT youth national survey and community based participatory action research projects with Maria Elena Torre and David Frost Public Counsel and the ACLU of Los Angeles 2013 Consultation on questions of equity and distribution of instructional time Bringing Theory to Practice 2012 – present BToP Civic Engagement Initiative: National Advisory Group and Civic Engagement Grant on Public Scholarship Atlantic Philanthropy and Wellspring Philanthropic Advisors 2013 Participatory research on discipline disparities within LGBT community Advanced Research Collaborative 2012 – present (In)equality Matters Symposia The Graduate Center, CUNY European Society for Social Psychology and Society 2012 For the Psychological Study of Social Issues Forgotten Alternatives Symposium A seminar for international scholars engaging with the study of Structural, psychological and educational injustice Atlantic Philanthropy 2011-2014 Racial and Sexual Disparities in Discipline National Advisory Board Public Welfare Fund 2010 Participatory Documentation of the Criminalization of Urban Youth Society for the Psychological Study of Social Issues 2009 Dalmas Taylor Conference European Association of Social Psychology/SPSSI 2009 – 2010 Small international conference on “forgotten alternatives to injustice” With Susan Opotow, John Jay College Ford Foundation Ford Seminar on Secondary Education and Structural Racism 2009 - 2011 Surdna Foundation Institute for Participatory Action Research and Design 2009 – 2011 Polling for Justice Schumann Fund for New Jersey 2008 – 2009 Youth research on New Graduation Requirements


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Ford Foundation 2008 - 2009 Rebuilding communities by educating formerly incarcerated adults Research with adults and children affected by mass incarceration Surdna Foundation 2008 - 2009 PAR Collective Foundation Grant Fulbright Distinguished Visitor 2007 Haifa University JHET Foundation 2005 – 2006 New York, New York Participatory Study with Men and Women Who Have Served Long Prison Sentences: A Look At Parole and Post-Release Outcomes Leslie Glass Foundation 2005 – 2007 Funding for research on teen sexuality

Rockefeller Foundation 2001 - 2004

New York, New York Race, Ethnicity, Class and Academic Opportunities

Youth Researchers Project on “Closing the Gap” Spencer Foundation 2001-2004

Chicago, Illinois Discipline Based Studies in Education Graduate Training Grant Colette Daiute and Michelle Fine, Principal Investigators

Leslie Glass Foundation 2001–2005 New York, New York

Graduate Student Support Studies in consciousness and action

Open Society Institute 2001 New York, New York

Support for media strategy and dissemination Of “Changing Minds” monograph

Leslie Glass Foundation 2001 New York, New York Production and Dissemination of “Changing Minds” monograph

On the Impact of College in Prison Helenia Fund of the Jewish Communal Fund 2000-2001

New York, New York Youth Surveillance Project, with Professor Nick Freudenberg Open Society Institute, Center for Crime, Communities and Culture 2000-2001

New York, New York Policy scholarships for research on public education and criminal justice

Spencer Foundation 1998-2000


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National Mentoring Award Forty-Five Foundation 1997-1998 Bedford Hills Correctional Facility College Bound Evaluation Joyce Foundation 1997-2000 with Pat Wasley, Linda Powell and Sherry King Evaluation of Chicago's Small Schools Carnegie Corporation of New York 1996-1998 with Linda Powell and Lois Weis Communities of Difference: Integrated Spaces for and by Youth Ms. Foundation 1996-1998

co-evaluator of the Early Adolescent Girls Initiative Spencer Foundation 1995-1998 with Lois Weis Sites of Possibility in Urban America Diamond Foundation 1995 Support for graduate students engaged in public policy analyses Ford Foundation Initiative 1995-1996 Evaluation of 15 New Visions schools in New York City Bruner Foundation 1993-1996 with Ann Weiner and Lydia Bassett Documentation of two Middle Schools Spencer Foundation 1992-1995 with Lois Weis, State University of New York, Buffalo Reconciling Narratives of Hope and Despair Valentine Foundation 1992-1993 with Pat Macpherson Women's Adolescent Autobiographies Goldie Anna Charitable Trust, Term Chair 1990-1992 Graduate School of Education, University of Pennsylvania Spencer Foundation 1990 with Michael Katz and Elaine Simon, University of Pennsylvania Analysis of Historic and Contemporary Politics of Chicago School Reform Office of Technology Assessment - U. S. Congress 1989-1990 Principal Contractor for Commissioned Manuscript Middle and Secondary Schools and Adolescent, Health Outcomes W.T. Grant Foundation Grant 1989-1992 "With and For Parents": An Evaluation of the National Committee of Citizens for Education Parent Empowerment Program Principal Investigator Baltimore, Maryland


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PEW Foundation 1988-1989 Evaluation of Youth Leadership Project Co-Principal Investigator with Nancie Zane University of Pennsylvania Faculty Fellowship 1985-1986

"Narratives by Urban Adolescents: Dropping Out of High Schools" Principal Investigator Philadelphia, Pennsylvania Conrad Hilton Foundation Grant 1985-1986

"Battered Women's Shelters in Rural Tennessee" Evaluation Director

Los Angeles, California Vietnam Veterans’ Memorial Commission, New York City 1985-1986

"Evaluation of Employment Training Program for High Risk Vietnam Veterans" Co-Principal Investigator, with Robert Laufer

W.T. Grant Foundation Grant 1984-1986 "Voices of High School Dropouts:

Adolescent Stress at a Critical Developmental Moment" Principal Investigator New York, New York Ms. Foundation Grant 1983-1984 "Women and Disability Awareness Project" Educational Equity Concepts Project Consultant New York, New York University of Pennsylvania Faculty Fellowship 1983 "Examining the Lives of Women with Disabilities" Principal Investigator Philadelphia, Pennsylvania Office of Technology Assessment, U.S. Congress 1982-1983 “The Cost-Effectiveness of Treatment for Alcoholism” Awards Graduate Center, CUNY Award for Excellence in Mentoring 2019 Pedagogy Congress, Amsterdam 2019 Keynote Speaker California School of Psychology, Stanford University 2019

Honorary Degree and Commencement Speaker Teachers College, Columbia University Distinguished Service Medal 2019 Commencement Speaker James Klee Invited Lecture 2019 University of West Georgia


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Virginia Staudt Sexton Invited Lecture 2019 Eastern Psychological Association Theodore Sarbin Award 2018 Society of Theoretical and Philosophical Psychology (APA Division 24) Education Law Center Education Justice Award 2018 Education Law Center, Newark New Jersey American Psychological Foundation Arthur W. Staats Lecture 2018 Distinguished Contributions to Qualitative Inquiry Award 2017 Division 5 of the American Psychology Association Biber Lecture 2014 Bank Street College Egon Guba Award for Qualitative Inquiry 2014 Qualitative Research Special Interest Group American Educational Research Association Deborah Meier Hero of Education Award 2014 Fair Test Bonnie Strickland-Jessica Henderson Daniels Mentoring Award 2013 Society for Women in Psychology/Division 35 American Psychological Association Award for Distinguished Contributions to Research in Public Policy 2013 Committee on Psychology in the Public Interest Awards American Psychological Association Keynote 2012 V Simposio Internacional sobre a Juventude Brasileira Universidade Federal de Pernambuco Recife, Brasil Best Opinion Writing Journalism Award for Opinion Writing 2012 New York State NYSUT Journalism Award for Opinion Writing “Reclaiming Public Institutions: Our Best Hope for Democracy” Commencement Speaker, CUNY Graduate Center 2011 Elizabeth Hurlock Beckman Award for Higher Education Faculty 2012 Mentoring and developing community activist research institute Henry Murray Award 2012 Society for Personality and Social Psychology The American Psychological Association APA Presidential Task Force on Discrimination and Diversity 2011 Member of the APA Presidential task force on reducing and preventing discrimination against and enhancing benefits of inclusion of people whose social identities have been marginalized in U.S. society


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Kurt Lewin Award 2011 Society for the Psychological Study of Social Issues Division 9, American Psychological Association Higher Education Award, College and Community Fellowship 2010 College and Community Fellowship 10th Anniversary Gala, Honorary Award for Research on Higher Education and Prisons AERA Inaugural Fellow 2009 NIDA Featured Scientist: Adolescent Girls Taskforce 2008 National Institute for Drug and Alcohol Washington, D.C. The 5th Annual Social Justice Award 2008

Winter Roundtable on Cross cultural Psychology and Education 2007 Willystine Goodsell Award 2008

AERA SIG, Research on Women and Education Distinguished Service to SPSSI award 2007

The Society for the Psychological Study of Social Issues Morton Deutsch Award April 2005 First Annual Morton Deutsch Award, Teachers College, Columbia University Gustav Meyer Award for Scholarship Dedicated to Social Justice 2001

Construction Sites (co-edited with Lois Weis) Teachers College Press

Carolyn Sherif Award, American Psychological Association 2001 Division 35, Division for Psychology of Women Moyer Lecturer 2001 Invited Lecturer for the Moyer Lecture Series Muhlenberg College Visiting Scholar, University of Auckland, New Zealand 1999

Institute for Maori Studies Summer Scholar Fellowship

Spencer National Mentoring Award 1998-2000 Spencer Foundation, Chicago Illinois Lecturer, Harry S. and Elva K. Ganders Distinguished Lecture Series 1998 Syracuse University Visiting Fellow of the British Psychological Society 1997 Psychology of Women


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American Educational Research Association Lectureship Award 1996 Janet Helms Distinguished Scholar Award Cross Cultural Roundtable 1994 Teachers College, Columbia University American Educational Studies Association Critic's Choice Award 1993 Disruptive Voices: The possibilities of feminist research Laura Rowe Williams Award 1992 University of Pennsylvania

Association of Women Faculty and Administrators For service to women and minority students Society for Research on Adolescence 1992

Distinguished Book Award - Social policy Framing Dropouts: Notes on the politics of an urban high school Association of Women in Psychology 1989

Distinguished Publications Award Women with Disabilities: Essays in psychology, culture and politics American Educational Research Association 1989

Women Educators Research Award Sexuality, school and adolescent females: The missing discourse of desire The Educational Press Award 1987 Distinguished Achievement Award for Excellence in Educational Journalism "Why Urban Adolescents Drop Into and Out of High School" Lindback Award for Excellence in Teaching 1987 University of Pennsylvania, Graduate School of Education Distinguished Teaching Award 1985

University of Pennsylvania, Graduate School of Education

Expert Testimony/Consultation Bradford v. Maryland 2020-2021 Cumulative under-funding of the Baltimore schools – impact on Academic achievement, perceived racial bias, sustained racial Bias, health and well being of students Dignity and Schools, federal case against the Michigan State Department of Education 2016 Jessy Cruz v . State of California 2014 Inadequate provision of educational opportunities for Working class and poor youth Disparities in Instructional Time 2014 Petition to intervene in school of chronic disruption Merchantville Board of Education v. Pennsauken Board of Education 2013


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Petition to sever sending-receiving relationship for secondary school American Psychological Association Presidential Task Force 2010 - 2011 On Discrimination and Diversity Task Force appointed by APA President Melba Vasquez Chair, James Jones Reed et al. v. State of California Department of Education 2010 Class action lawsuit on behalf of students adversely affected By cumulative teacher layoffs Graham and Sullivan v. State of Florida 2009 Amicus Curiae Valenzuela et. al. vs. O’Connell and the California State 2006 Department of Education High stakes graduation requirements for youth from Williams v. California high schools Joint Hearing with the Senate Education Committee 2003 Regents Learning Standards and High School Graduate Requirements Albany, New York Williams v. State of California 2001- 2003 Class Action Suit for Educational Quality and Equity National Academy of Science and the National Research Council 2001 – 2002 Member, Panel Study Committee on Academic Engagement and motivation in urban high schools New York State Democratic Task Force on Criminal Justice Reform 2001 Testimony on the impact of college in prison New York State Consortium for Performance Based 2000 Assessment Systems Testimony to New York State Commissioner of Education, Richard Mills Testimony to Blue Ribbon Panel on New York State Standards Anthony T. Lee, et. al. and the United States of America 1994 the National Educational Association, Inc v. Macon County Board of Education Expert witness on the effects of a racially hostile academic environment on student achievement Shannon Richey Faulkner and the United States of America v. James 1993 E. Jones, et. al. for The Citadel, The Military College of South Carolina Expert witness on consequences for women and men of male only single sex education


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Ulcena v. Babylon School District, High School and Babylon 1993 School Board Center for Constitutional Rights Expert witness on race relations in a public high school Board of Education of the Borough of Merchantville v. 1988-1990 Board of Education of the Township of Pennsauken Pennsauken, New Jersey Expert witness in a case on the racial impact of severing across-district sending-receiving relationship Board of Education of the Borough of Englewood Cliffs v. 1986-1987 Board of Education of the City of Englewood v. Board of Education of the Borough of Tenafly Englewood, New Jersey Expert witness in a case on racial desegregation and high school regionalization in suburban New Jersey Adamski v. Boy Scouts of America 1986 New York, New York New York State Division of Human Rights Expert witness in a case of employment sex discrimination Feliciano v. New York City Transit Police 1986 New York, New York New York State Division of Human Rights Expert witness in a case on ethnic discrimination in public sector employment and termination Newberg v. Board of Public Education 1983 Philadelphia, Pennsylvania Common Pleas Court Expert witness for three female students suing for sex integration of public academic high school Professional Service Chair, Professional Development and Training Committee of the American 2014-2017 Educational Research Association Board Member, Society for the Psychological Study of Social Issues 2010-2012 American Psychological Association Task Force on Discrimination 2011-2012 Books Fine, M. & Torre, M.E. (2021) Critical Participatory Action Research. Washington DC: American Psychological Association. Fine, M. (2018) Preface to the second edition of Maxine Greene’s Dialectics of Freedom. New York: Teachers College Press.


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Fine, M. (2017) Just research in contentious times: Widening the Methodological Imagination. New York: Teachers College Press. Fabricant, M. and Fine, M. (2013). The Changing Politics of Education: Privatization and the Dispossessed Lives of Those Left Behind. Paradigm Publishers. Fabricant, M. and Fine, M. (2012) Charter Schools and the Corporate Makeover of Public Education. New York, Teachers College Press. Cammarota, J. and Fine, M. (Eds, 2008) Revolutionizing Education: Youth Participatory Action Research in Motion. New York: Routledge Publishers. Sirin, S. and Fine, M. (2008) Muslim American Youth : Understanding Hyphenated identities through Multiple Methods. New York: New York University Press. Weis, L. and Fine, M. (2005) Beyond silenced voices (second edition) Albany: SUNY Press. 2006 AESA Critics’ Choice Awards (American Educational Studies Association) Weis, L. and Fine, M. (2004) Working Method: Social justice and social research. New York: Routledge Publishers. Fine, M., Weis, L., Pruitt, L. and Burns, A. (2004) Off white: essays on race, power and resistance. New York: Routledge Publishers. Fine, M., Roberts, R., Torre, M. and Bloom, J., Burns, A., Chajet, L., Guishard, M. and Payne, Y. (2004) Echoes of Brown: Youth documenting and performing the legacy of Brown v. Board of Education. New York: Teachers College Press. Fine, M. and Weis, L. (2003) Silenced Voices, Extraordinary Conversations: Re-imagining urban education. New York: Teachers College Press. Anand, B., Fine, M., Perkins, T. and Surrey, S. (2002) Keeping the Struggle Alive: Oral Histories of School Desegregation in the North. New York: Teachers College Press. Weis, L. & Fine, M. (Ed) (2000) Speedbumps: A Student Friendly Guide to Qualitative Research. Teachers College Press. Weis, L. & Fine, M. (Eds.) (2000) Construction sites: Excavating race, class, gender & sexuality in spaces for and by youth. New York: Teachers College Press. Fine, M., & Weis, L. (1998) The unknown city: Lives of poor and working class young adults. Boston: Beacon Press. Guinier, L., Fine, M. and Balin, J. (1996) Becoming Gentlemen: Women, Law School and Institutional Change. Beacon Press. Fine, M., Powell, L., Weis, L. & Wong, L.M. (Eds.). Off-White: Readings on Society, Culture and Race. New York, Routledge, 1996. Fine, M. (Ed.) Chartering Urban Reform: Reflections on high schools in the midst of change. New York: Teachers College Press, 1994. Weis, L. and Fine, M. (Eds.) Beyond silenced voices: Class, race, and gender in American schools. Albany: SUNY Press, 1992.


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Fine, M. Disruptive voices: The transgressive possibilities of feminist research. Ann Arbor University of Michigan Press, 1992. Fine, M. Framing dropouts: Notes on the politics of an urban high school. Albany: SUNY Press, 1991.

Fine, M. and Asch, A. (Eds.) Women with disabilities: Essays in psychology, culture, and politics. Sponsored by American Psychological Association, Divisions 9 and 35. Philadelphia: Temple University Press, 1988.

Saxe, L. and Fine, M. Social experiments: Methods for design and evaluation. Beverly Hills: Sage Publications, 1981. Edited Journal Volumes/Technical Policy Reports Fine, M. and Pryiomka, K. (2020) CUNY-Performance Standards Consortium Collaboration: Tracking Implications for Equity and Access. Learning Policy Institute, Palo Alto, California. Fine, M. (2012) School closures and the ghosts left behind. A special edited volume of Peace and Conflict on school closures, 18, 2. Daiute, C. and Fine, M. (Eds.). (2003) Youth perspectives in violence studies. Journal of Social Issues. Harris, A. and Fine, M. (Eds.). (2001) Under the covers: Theorizing the politics of counter stories. International Journal of Critical Psychology , 4, 1. Fine, M. and Roberts, R.A. (Eds.). (1999) A reappraisal of Erika Apfelbaum's work. Special section of Feminism & Psychology, Volume 9. Asch, A. and Fine, M. (Eds.). (1988) Disability beyond stigma. Special volume of Journal of Social Issues, 1988, 4, 1. Video Documentary Productions Fine, M., Echoes of Brown. Hancock Production/Teachers College Press, 2004. Anand, B., Fine, M., Hancock, M., Jordan, C., Sherman, D. Off track: Classroom privilege for all. Hancock Productions, 1998. Book Chapters

Boudin, K. Clark, J., Fine, M., Isaacs, El, Daniel, M., Mahabir, M.., Moguleslcu, K., Sabur-Mumin, A., Smith, P., Szlekovics, M., Torre, M., White-Harrigan, S. Wilkins, C. (2022) Movement-based participatory inquiry: The multi-voiced story of the Survivors Justice Project. Social Science. Fernandez, J., Fine, M., Madyaningrum, M, and Ciofalo, N. (2021) Dissident women’s letter writing as decolonizing praxis. American Journal of Community Psychology, November 24, online. https://doi.org/10.1002/ajcp.12567 Finesurrey, S., Fine, M., Lester, C. and King, S. (2021) Just inquiry rooted in critical care. In Vasudevan, V., Gross, N., Nagarajan, P., Clonan-Roy, K. (editors) Complicating Qualitative Research in School Settings in the United States: Critical Care-Based Methodologies. New York: Bloomsbury Press.


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Del Tufo, A., Fine, M., Cahill, L., Okafor, C. and Cook. D. (2020) The power of bearing Wit(h)ness: intergenerational storytelling about racial violence, healing and resistance. In Squire, C. (Editor) Stories changing lives. London: Oxford University Press, 99 – 120. Fine, M., Torre, M.E., Boudin, K. and Wilkins, M. (2019) Twenty five years after PAR beyond the bars. In P. Camic (ed) Handbook of Qualitative Research in Psychology. Washington D.C.: American Psychological Association. Opotow, S., Ilyes, E. and Fine, M. (2019) Silence in the court: Moral exclusion at the intersection of disability, race, sexuality and methodology. In A. Murray and K. Durrheim (editors) Qualitative studies of silence: The Unsaid as Social Action. London: Cambridge University Press, 107 – 125. Fine, M., Torre, M.E., Frost, D., Cabana, A. and Avory, S. (2018) Refusing to check the box: Participatory Inquiry at the Radical Rim. In K Gallagher (ed) Methodological dilemmas revisited. New York: Routledge, chapter 1. Fine, M. (2018) Bearing W(h)iteness. In G. Stevens and C. Sonn (editors) Critical Community Psychology. Springer. Fine,M., Torre, M., Frost, D. and Cabana, A. (2018) “Radical by Necessity, Not by Choice”: From Microaggressions to Social Activism. in Torino, G. , Rivera, D., Capodilupo, D., Nadal, K., and Sue, D. (editors) Microaggression Theory. New York: Wiley, 244-259. Torre, M., Fine, M., Frost, D., Cabana, A., Fowerler-Chapman, T. and the WYI Research Collective (2018) Radical Wills (and Won’ts): Radical Wills (and Won’ts): Critical Participatory Inqueery. In S. Talburt, Youth Sexualities. New York: Routledge. Volume 2, 169 – 193. Fine, M. (2018) Bearing W(h)iteness. In G. Stevens and C. Sonn (editors) Critical Community Psychology. Segalo, P. and Fine, M. (2017) Threading life stories. In M. Seedat (editor) Emancipatory and participatory methodologies in Peace, Critical and Community Psychology. Springer. Fine, M. (2017) Bear Left: Critical Psychology Projects in Revolting Times. In P. Hammack (Editor) Handbook of Social Psychology and Social Justice. London: Oxford University Press. Fine, M. (2017) Leaky Privates: Market Creep and the Public University. In M. Giardini and N. Denzin (ed) The neoliberal university. Torre, M., Stoudt, B., Manoff, E. and Fine, M. (2016) Critical participatory action research on State violence: Bearing wit(h)ness across fault lines of power, privilege and dispossession. In N. Denzin and Y. Lincoln (ed) Handbook of Qualitative Research. Beverly Hills: Sage Publications. Fine, M. (2016) Accumulation and its Dis’(sed) Contents: The Politics of Evidence in the struggle for public education. In M. Spooner and J. McNinch, Dissident Knowledge in Higher Education. Regina: University of Regina Press. Anderson, S. and Fine, M. (2016) Research and Gender. In K. Nadal (ed) Encyclopedia of Gender and Psychology. Sage Publications. Fine, M. (2016) Participatory designs for critical literacies: Reading from under the covers. Literacy Research: Theory, Method, Practice. 1-22. McClelland, S. and Fine, M. (2016) Excessive Dis’plays of affection: Sexuality education and public schools. In L. Allen and M. Rasmussen, Handbook of sexuality education. London: Sage.


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Cahill, C & Fine, M (2016) Moving Forward: Rethinking the “Civic” in a Community College. In E Schnee, M, Cummings & A Better (eds) Civic Engagement Pedagogy in the Community College: Theory & Practice. Switzerland: Springer International Publishing. Chmielewski, J., Belmonte, K., Stoudt, B. and Fine, M. (2015) Intersectional Inque(e)ries: Participatory Research on Discipline Disparities at the Race/Sexuality/Gender Nexus. In R. J. Skiba, K. Mediratta, & M.K. Rausch (Eds.), Inequality in school discipline: Research and practice to reduce disparities. New York: Palgrave MacMillan, 171-188. Fine, M. and Cross, W. (2015) Critical Race, Psychology and Social Policy: Refusing damage, cataloguing oppression, and documenting desire . In A. Alvarez and H. Neville, (Eds) Contextualizing the Costs of Racism. Washington, D.C.: APA Publications. Fine, M. (2015) Resisting whiteness/Bearing witness. In E. Moore, Jr., M. Parks and A. Ali, (editors) Everyday White People Confront Racial and Social Injustice, Stylus Publishers: Sterling, VA, 162-169. Fine, M. and Halkovic, A. (2014) A delicate and deliberate journey toward justice: Challenging privilege/building structures of solidarity. In P. Coleman, M. Deutsch and E. Marcus (editors) The Handbook of Conflict Resolution. New York: Jossey Bass. Third edition, 56-75. Fox, M. and Fine, M. (2014) Our Troubling Fix on Urban Adolescents: A New York Story. In P. Kelly and A. Kampe (editors) A Critical Youth Studies for the 21st Century. London and New York: Brill Publishers. Caitlin, C. and Fine, M. (2014) Living the Civic: Brooklyn’s Public Scholars. In J. Reich (editor) Civic Engagement, Civic Development and Higher Education. Washington DC: Bringing Theory to Practice. Fine, M. and Halkovic, A. (2014) A delicate and deliberate journey toward justice: Challenging privilege/building structures of solidarity. In M. Deutsch, P. Coleman and E. Marcus (Editors) The Handbook of Conflict Resolution Theory and Practice (Third Edition). New York: Jossey-Bass, 56-75. Fine, M. (2014) Circuits of dispossession and privilege. In T. Teo (Editor) The Encyclopedia of Critical Psychology. London: Routledge. McClelland, S. and Fine, M. (2013) Over-sexed and under-surveillance: Adolescent sexualities, cultural anxieties and thick desire. In Rasmussen, M., Quinlivan, K. and Allen, L. (editors) Interrogating the politics of pleasure in sexuality education: Pleasure bound

Fine, M. (2012) Introduction. Retiring but not Shy: Feminist Psychologists Create their Post-Careers, E. Cole and M. Gergen (Eds.) San Francisco: Tao Press. Fox, M. & Fine, M. (2012). Circulating critical research: Reflections on performance and moving inquiry into action. In (Cannella, G. & Steinberg, S., Eds.) Critical qualitative research reader. NY, NY: Peter Lang Publishing. Fine, M., Katsiaficas, D., Hertz-Lazarowitz, Sirin, S., Yosef-Meitav, M., and Farah, A., (2012) Researching Hyphenated Selves in Politically Contentious Contexts: Muslim and Arab Youth Growing Up in the United States and Israel. In Nagata,D., Kohn-Wood,L. and Suzuki,L. Qualitative Strategies for Ethnocultural Research. Washington, D.C.: American Psychological Association. Torre, M. Fine, M., Stoudt, B. & Fox, M. (2012). Critical participatory action research as public science. In Camic, P. & Cooper, H. (Eds.), Handbook of research methods in psychology. Washington, D.C.:American Psychology Association, 171-184.


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Fine, M. (2011) Keyword: Youth Participatory Action Research. In N. Lesko and S. Talburt, Youth Studies: Keywords and Movements New York: Routledge. Stoudt, B., Fine, M. and Fox, M. (2011) Awakening in a new century. In P. Coleman and M. Deutsch (Editors) Conflict, Interdependence and Justice: The Intellectual Legacy of Morton Deutsch. Springer Publishers. Fox, M., Mediratta, K., Stoudt, B., Ruglis, J., Fine, M. and Salah, S. (2010) Critical youth engagement: Participatory Action Research and Organizing. In L. Sherrod, J. Torney-Purta and C. Flanagan, Handbook of Research on Civic Engagement in Youth. Hoboken, New Jersey: John Wiley & Sons, Publishers, 621- 650. Fine, M. (2009) Loss and desire in New Jersey. In J. Ponterrotto, L. Suzuki, et. al. Handbook of Multicultural Counseling. Beverly Hills: Sage Publications. Fine, M. (2008) Epilogue. In Anyon, J. Social theory and educational research. New York: Routledge Publishers. McClelland, S. and Fine, M. (2008) Writing on cellophane: Studying teen women’s sexual desires, Inventing methodological release points In K. Gallagher, The Methodological Dilemma: Critical and Creative Approaches to Qualitative Research, Toronto: University of Toronto Press. Fine, M., Burns, A., Torre, M.E. and Payne, Y. (2007) How class matters: The geography of educational desire and despair in schools and courts. In Weis, L. (Ed) The Way Class Works: Matters: Readings on school, family and the economy. New York: Routledge, Chapter 16, 225-242. Fine, M. (2007) Dear Tenure and Promotion Committee: An epilogue of sorts. In J. Cammarota and M. Fine, Revolutionizing Education: Youth Participatory Action Research. New York: Routledge Publishers. McClelland, S. and Fine, M. (2007) Rescuing a theory of adolescent sexual excess: Young women and wanting. In Anita Harris (Ed) (2007) Next wave cultures: feminism, subcultures, activism. New York: Taylor and Francis, 83 – 104. Fine, M., Tuck, J.E. and Zeller-Berkman, S. (2007) Do you believe in Geneva? In N. Denzin, L.T. Smith and Y. Lincoln, Handbook of Critical and Indigenous Knowledges. Beverley Hills: Sage Publications. Also in McCarthy, C., A. Durham, L. Engel, A. Filmer, M. Giardina and M. Malagreca, (2007) Globalizing cultural studies. New York: Routledge, 493 – 525.

Fine, M. and Torre, M.E. (2007) Theorizing audience, products and provocation. In P. Reason and H. Bradbury (Eds.) Handbook of Action Research. London: Sage Publications.

Torre, M. Fine, M., Alexander, N. and Genao, E. (2007) Moving to the rhythm of social justice: Urban young women’s experiences of research and action. In B. Leadbeater and N. Way (Eds) Urban Girls, Revisited. New York: NYU Press, 221 – 242.

Fine, M., Torre, M., Burns, A. and Payne, Y. (2007) Youth research/participatory methods for reform. In D. Thiessen and A. Cook-Sather (Eds) International Handbook of Student Experience in Elementary and Secondary Schools. Dordrecht, The Netherlands: Kluwer Academic Publishers, 805 – 828. Fine, M. (2006) The morning after, and the mourning after that. In Teaching 9/11. New York: Teachers College Press, 233 – 246. Fine, M. (2006) Resisting the passive revolution: democratic, participatory research by youth. In D. Carlson (ed.) Democratic Leadership: Keeping the Promise.


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Fine, M. (2006) Contesting research: Rearticulation and “thick democracy” as political projects of method. In L. Weis, C. McCarthy and G. Dimitriadis, (Eds.), Ideology, Curriculum, and the New Sociology of Education: Revisiting the Work of Michael Apple New York: Routledge Publishers, 146 – 166. Fine, M. (2006) Feminist designs for difference. In S. Hesse-Biber (Ed). Handbook of Feminist Research. Beverly Hills: Sage publications, 613- 620. Fine, M. and Torre, M. (2006) Resisting and researching: youth participatory action research. In S. Ginwright, J. Cammarota and P. Noguera (ed) Social justice, youth and their communities. New York: Routledge, 269 – 285. Torre, M.E. and Fine, M. (2006) Participatory Action Research (PAR) by Youth. In L. Sherrod, C. Flanagan and R. Kassimir (Eds.) Youth Activism: An International Encyclopedia. Westport, Ct.: Greenwood Publishing Group, 456 – 462. Fine, M., Bloom, J., Brown, A., Chajet, L., Guishard, M. and Torre, M.E. (2004) Dear Zora: A letter to Zora Neale Hurston fifty years after Brown. In Weis, L. and Fine, M. Working Method. New York: Routledge Publishers. Fine, M., Burns, A. and Torre, M.E. (2003). Postcards from America. In C. Glickman (Ed.) Letters to the next president: What we can do about the real crisis in public education. New York: Teachers College Press, 211 – 222. Daiute, C. and Fine, M. (2003) Narrative Teaching of Qualitative Research. In Josselson, R., Lieblich, A. and McAdams, D. (Eds) Up close and personal. Washington, D.C.: American Psychological Association.

Fine, M., Torre, M.E., Boudin, K., Bowen, I., Clark, J., Hylton, D., Martinez, M., “Missy,” Rivera, M., Roberts, R.A., Smart, P. and Upegui, D. (2003). Participatory action research: Within and beyond bars. In Camic, P., Rhodes, J.E., & Yardley, L. (Eds.), Qualitative research in psychology: Expanding perspectives in methodology and design. Washington, DC: American Psychological Association, 173 - 198.

Fine, M. and Smith, K. (2001) Zero Tolerance: Reflections on a failed policy that won't die. In W. Ayers (Ed) School violence and Zero Tolerance. New York: New Press and Teachers College Press, 258-266. Asch, A., Perkins, T., Fine, M., and Rousso, H. (2001) Disabilities and Women: Deconstructing Myths and Reconstructing Realities. Encyclopedia of Women and Gender: Volumes One and Two, NY: Academic Press, 345 – 354. Fine, M. and Carney, S. (2001) Women, Gender, and the Law : Toward a Feminist Rethinking of Responsibility. Unger, R. (Ed) Handbook of Psychology and Gender. NY: McMillan Publishers, 388-409. Marecek, J., Fine, M. and Kidder, L. (2001) Working between two worlds: Qualitative methods and psychology. In D. Tolman and M. Brydon-Miller (Ed) From subjects to subjectivities. New York: New York University Press, 29-44. Fine, M., Anand, B., Jordan, C. and Sherman, D. (2000) Before the bleach gets us all. In Weis, L. and Fine, M. (Ed) Construction Sites: Excavating Race, Class and Gender Among Urban Youth. New York: Teachers College Press, 161-179. Fine, M. (2000) A Small Price to Pay for Justice. A Simple Justice: The Challenge of Small Schools. New York and London: Teachers College Press, pp. 168-180.


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Fine, M., Stewart, A., & Zucker, A. (2000) White girls and women in the contemporary United States: Supporting or subverting race and gender domination? In C. Squire (Ed.), Cultural Psychology. New York and London: Routledge Publishers. Fine, M., & Weis, L. (2000). Working without a net. In G. Noblit (Ed.), Post-critical ethnography. Boulder, CO: Westview Press. Fine, M., Weis, L., Weseen, S., & Wong, M. (2000). For whom? Qualitative research, representations and social responsibilities. In N. Denzin & Y. Lincoln (Eds.), The Handbook of Qualitative Research. Thousand Oaks, CA: Sage, 2000. pp. 107-132. Fine, M. (2000). Whiting out social injustice. In R. Carter (Ed.), Addressing cultural issues in organizations: Beyond the corporate context. Thousand Oaks, CA: Sage Publications, pp. 35-50. Fine, M., & Bertram, C. Sexing the globe. (1999) In D. Epstein & J.T. Sears (Eds.), A dangerous knowing: Sexual pedagogies and the 'master narrative'. pp. 153-163. Fine, M. (1998). Greener Pastures. In W.C. Ayers and J.L. Miller (Eds.). A light in dark times: Maxine Greene and the unfinished conversation (pp.209-218). New York, NY: Teacher's College Press. Weis, L. & Fine, M. (1998). Narrating the 1980's and 90's: Voices of the working and poor classes. In D. Carlson and M. Apple (Ed.). Critical educational theory in unsettling times. Albany: SUNY. Asch, A., & Fine, M. (1997). Nurturance, sexuality and women with disabilities: The example of women and literature. In L.J. Davis (Ed.), The disability studies reader (pp. 241-259). New York: Routledge. Kidder, L. & Fine, M. (1997). Qualitative methods on psychology: A radical tradition. In D.R. Fox & I. Prilletensky (Eds.), Handbook of critical psychology. Thousand Oaks, CA: Sage, 34- 50. Fine, M., Weis, L., Addelston, J. & Marusza, J. (1997). White Loss. In M. Seller, & L. Weis (Eds.), Beyond Black and White: New faces and voices in U.S. schools (pp. 283-301). Albany, NY: State University of New York Press. Pastor, J., McCormick, J. and Fine, M with Andolsen, R., N. Friedman, N. Richardson, T. Roach, & M. Tavarez. (1996). Makin' homes: An urban girl thing. In B.J. Leadbeater and N. Way (Eds.). Urban girls: Resisting stereotypes, creating identities (pp.15-34). New York: New York University Press. Fine, M. and Addelston, J. (1996) Containing questions of gender and power: The discursive limits of 'sameness' and 'difference'. In S. Wilkinson (Ed.). Feminist social psychologies: International perspectives. London: Sage. Fine, M. (1996). Foreword. In D. Kelly & J. Gaskell (Ed.), Debating dropouts: Critical policy and research perspectives on school leaving (pp. xi-xviii). New York: Teachers College Press. Fine, M.,and Wong, L.M. (1995). Perceived (in)justice: Freeing the compliant victim. In B. Bunker & J. Rubin (Eds.), Conflict, cooperation and justice: Essays inspired by the work of Morton Deutsch (pp. 315-345). San Francisco: Jossey Bass. Cook, D. and Fine, M. (1994) "Motherwit": Childbearing lessons from African American mothers of low income. In B. Swadener and S. Lubeck (Eds.). Children and families "at promise": The social construction of risk. Albany: SUNY. Fine, M. Making controversy: The politics of who's "at risk". In B. Swadener and S. Lubeck (Eds.). Children and families "at promise": The social construction of risk. Albany: SUNY, forthcoming.


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Fine, M. Dis-Stance and other stances for feminist researchers. In A. Gitlin (Ed.) Power and Method. New York: Routledge, 1994. Fine, M., Genovese, T., Ingersoll, S., Macpherson, P. and Roberts, R. Insisting on innocence: Accounts of accountability by abusive men. In M.B. Lykes, A. Banuazizi, R. Liem, & M. Morris (Eds.), Myths about the powerless: Creating social inequalities (pp.128-158). Philadelphia: Temple University Press, 1994. Fine, M. Chart[er]ing urban school reform. In M. Fine (Ed.) Chartering Urban Reform: Reflections on high schools in the midst of change (pp. 5-30). New York: Teachers College Press, 1994. Fine, M. Working the hyphens: Reinventing the Self and Other in qualitative research. In N. Denzin and Y. Lincoln. (Eds.) Handbook of qualitative research. Newbury Park, CA: Sage, 1994, 70-82. Fine, M. and Macpherson, P. Over dinner: Feminism and adolescent female bodies. In S. Biklen and D. Pollard (Eds.) Gender and Education, NSSE Yearbook, 1993. Also in H.L. Radtke and H.J. Stam (Eds.), Power/gender: Social relations in theory and practice. London: Sage, 1994, 219-246. Fine, M. Democratizing choice: Rethinking and Restructuring Public Education. School Choice, Washington, D.C.: Economic Policy Institute, 1993. Fine, M. Passions, politics and power: Feminist research possibilities. In M. Fine (Ed.), Disruptive voices: The transgressive possibilities of feminist research. Ann Arbor: University of Michigan Press, Gender Series, 1992. Fine, M. and Vanderslice, V. Reflections on qualitative activist research: Politics and methods. In E. Posavac (Ed.) Methodological Issues in Applied Social Psychology. NY: Plenum, 1992. Fine, M. Deconstructing the at risk high school population: Public controversies and subjugated non-controversies. In R. Wollens (Ed.) Children at risk. Albany: SUNY, 1992. Phillips, L. and Fine, M. What’s “left” in sexuality education? In J. Sears (Ed.), Sexuality and the Curriculum. New York: Teachers College Press,1992. Asch, A. and Fine, M. Shared dreams: A left perspective on disability rights and reproductive rights. In M. Fried (Ed.) From Abortion to Reproduction Freedom: Transforming a movement. Boston: South End Press, 1990. Fine, M. and Gordon, S. Feminist transformations of/despite psychology. In M. Crawford and M. Gentry (Eds.) Gender and Thought: Psychological Perspectives. New York: Springer-Verlag, 1989. Fine, M. and Zane, N. On bein’ wrapped tight: When low-income females drop out of high school. In L. Weis (Ed.), Dropouts in schools: Issues, dilemmas, and solutions. Albany: SUNY Press, 1989. Reprinted in Women’s Studies Quarterly, XIX (1 & 2), Spring/Summer 1991. Fine, M. Coping with rape: Critical perspectives on consciousness. In R. Unger (Ed.) Representations: Social constructions of gender. New Jersey: Baywood Press, 1989, 186-200. Fine, M., Kidder, L. and Boell, J. Imaging feminist visions. In R. Under (Ed.) Representations: Social constructions of gender. New Jersey: Baywood Press, 1989. Fine, M. Silencing and nurturing voice in an improbable context: Urban adolescents in public schools. In H. Giroux and P. McLaren (Eds.) Critical pedagogy, the state and cultural struggle. Albany: SUNY Press, 1989.


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Asch, A. and Fine, M. Beyond pedestals: An Introduction. In A. Asch and M. Fine (Eds.) Women with disabilities: Essays in psychology, culture and politics. Philadelphia: Temple University Press, 1988. Fine, M. Deinstitutionalizing educational inequity. In Council of Chief State School Officers (Eds.) School success for students at risk. New York: Harcourt, Brace & Jovanovich, 1988. Kidder, L., and Fine, M. Qualitative and quantitative methods: When stories converge. In M. Marks and L. Shotland (Eds.) New directions in program evaluation. San Francisco: Jossey-Bass, 1987. Fine, M. Why urban adolescents drop into and out of high school. In G. Natriello (Ed.) School dropouts: Patterns and policies. New York: Teachers College Press, 1987. Fine, M. Contextualizing the study of social injustice. In M. Saks and L. Saxe (Eds.) Advances in applied social psychology, (III). New Jersey: Erlbaum, 1986. Kidder, L. and Fine, M. Making sense of injustice: Social explanations, social action and the role of the social scientist. In J. Rappaport and E. Seidman (Eds.) Redefining social problems and re-examining social myths. New York: Plenum Publications, 1986. Esposito, G. and Fine, M. The field of child welfare as a world of work. In A. Hartman and J. Laird (Eds.) A handbook of child welfare: Knowledge, context and practice. New York: Free Press, 1985. Fine, M. and Asch, A. Disabled women: Sexism without the pedestal. In N. Brooks and M. Deegan (Eds.) Women and disability: The double handicap. New Jersey: Transaction Press, 1985. Fine, M. Perspectives on inequity: Voices from urban high schools. In L. Bickman (Ed.) Applied social psychology annual (IV). Beverly Hills: Sage Publications, 1983. Fine, M. and Akabas, S. Combining experimental design with archival, survey and interview methods: Creative evaluations in trade unions. In R. Connor (Ed.) Methodological advances in evaluation research. Beverly Hills: Sage Publications, 1981. Saxe, L. and Fine, M. Reorienting social psychology toward application: A methodological analysis. In L. Bickman (Ed.) Applied social psychology annual (1). Beverly Hills: Sage Publications, 1981. Saxe, L. and Fine, M. Expanding our view of control groups in evaluations. In L. Datta and R. Perloff (Eds.) Improving evaluations. Beverly Hills: Sage Publications, 1979.


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Published Articles

Ghaffer-Kucher, A., Abu El-Haj, T., Ali, A., Fine, M. and Shirazi, R. (2022) “Muslims are finally waking up:” Post-9/11 American immigrant youth challenge conditional citizenship. Ethnic and Racial Studies. Special issue on Good immigrants, permitted outsiders: Conditional inclusion and citizenship in comparison. Boudin, K. Clark, J., Fine, M., Isaacs, El, Daniel, M., Mahabir, M.., Moguleslcu, K., Sabur-Mumin, A., Smith, P., Szlekovics, M., Torre, M., White-Harrigan, S. Wilkins, C. (2022) Movement-based participatory inquiry: The multi-voiced story of the Survivors Justice Project. Social Science. Ayala, J., M. Fine, M. Mendez, A. Juarez Mendoza, J. Garcia Rivera, S. Finesurrey, A. Villeda, H. Thelusca, V. Mena, K. Azzam, A. Galletta, A. Houston, v. jones, D Mungo, (2022) ENCUENTROS: Decolonizing the academy and mobilizing for justice. Qualitative Inquiry, Special edition on “Higher education in the time of Trump & beyond: Resistance and Critique.” 2022, 2. Fernandez, J., Fine, M., Ciofalo, N. and Memadyaningrum, M., (2021) Dissident women’s letter writing as decolonial plurilogues of relational solidarities for epistemic justice. American Journal of Community Psychology,

Fine, Finesurrey, Rodriguez, Almonte, Contreras, Lam and the S2 Alumni Research Collective (2021, forthcoming)

“People are Demanding Justice” Pandemics, Protests and Remote Learning Through the Eyes of Immigrant Youth of

Color, Journal of Adolescent Research.

Neville, H., Ruedas-Gracia, N., Quasebarth, A., Ogunfemi, N., Maghsoodi, A., Mosley, D. and LaFromboise, T. and

Fine, M. (2021) The Public psychology for liberation training model: A call to transform the discipline. American

Psychologist.

Oswald, A., Avory, S. and Fine, M. (2021) Intersectional Expansiveness Borne at the Neuroqueer Nexus. Psychology and sexuality. Critical Psychology Perspectives on LGBTQIA+ Mental Health. DOI:10.1080/19419899.2021.1900347

Segalo, P. & Fine, M. (2020). Under lying conditions of gender-based violence - Decolonial feminism meets epistemic ignorance: Critical transnational conversations. Social and Personality Psychology Compass, 14(10), 1-10. Fine, M., Torre, M.E., Oswald, A. and Avory, S. (2020) Critical Participatory Action Research: Methods and Praxis for Intersectional Knowledge Production. Journal of Counseling Psychology. http://dx.doi.org/10.1037/cou0000445 Rubin, J.S., Good, R. and Fine, M. (2019) Parental action and neoliberalism education reform: Crafting a research agenda. Journal of Urban Affairs. Frost, D., M.E. Torre, M. Fine and A. Cabana (2019) Minority stress, activism and health in the context of economic precarity: Results from a national participatory action survey of LGBTQ & GNC youth. American Journal of Community Psychology, 63, 511-526. doi:10.1002/ajcp.12326 [doi.org] Fine, M. (2019) Leaky Women. Genealogy. Special volume on feminist genealogy, 3, 1, 9 – 22. Fine, M. and Torre, M.E. (2019) Critical Participatory Action Research: A Feminist Project for Validity and Solidarity.


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Psychology of Women Quarterly, 43 (4), 433-444. Fine, M., Torre, M., Frost, D. and Cabana, A. (2018) Queer Solidarities: New activisms erupting at the intersection of

structural precarity and radical misrecognition. Journal of Social and Political Psychology, 6, 2, 608-630. Sandwick, T., Fine, M. Greene, A., Stoudt, B., Torre, M. and Patel, L. (2018) Promise and provocation: humble reflections on critical participatory action research for social policy. Urban Education, 53, 4, 473-502 Fine, M. (2018) Science and Justice: A Fragile, Fraught and Essential Relationship in Contentious “Post-Truth” Times. Perspectives on Psychological Science. Fine, M. (2018) Promising Practices in Perilous Times: How do we trace the ink of affect? Theory into Practice, 57, 2, 154-161. Fine, M. (November 2016) just methods in revolting times. Qualitative Research in Psychology, 13, 4, 347-365. Fine, M., Greene, A. C., and Sanchez, S. (November 2016) Neoliberal blues and Prec(ar)ious Knowledge. Urban Review, 48, 4, 499 - 519. Galvao, K. (2015) Interview with Michelle Fine. Revista Psicologia & Sociedade v. 27, n. 3 (2015) Sumário http://www.ufrgs.br/seerpsicsoc/ojs2/index.php/seerpsicsoc/issue/view/192[ufrgs.br] Carmen, S., Dominguez, M., Greene, A., Mendoza, E., Fine, M. and Neville, H. (2015) Revisiting the collective in critical consciousness. The Urban Review, 47, 3. Lalvani, P., Broderick, A., Fine, M., Jacobowitz, T. and Michelli, N. (2015) Teacher education, In/Exclusion and the implicit ideologies of special education. Education, citizenship and social justice, 2015, 1-16. Fine, M. and Fabricant, M. (October 13, 2014) What It Takes to Unite Teachers Unions and Communities of Color. The Nation. Segalo, P., Manoff, E. and Fine, M. (2015)Working With Embroideries and Counter-Maps: Engaging Memory and Imagination Within Decolonizing Frameworks. Journal of Social and Political Psychology, 3, 1, 342-364. Fine, M. (2013) Echoes of Bedford: A Twenty year social psychology memoir on critical participatory research hatched behind bars. American Psychologist. 68, 8, 687-698. Doi 10.1037/a0034359 Alessandra Frigerio, A., Montali, L. and Fine, M. (2013). Attention deficit/hyperactivity disorder blame game: A study on the positioning of professionals, teachers and parents. Health, doi:10.1177/1363459312472083

Sirin, S. and Fine, M. (2013) Hyphenated selves: Muslim American youth negotiating their identities across the fault

lines of global conflict. Applied Developmental Science 11(3):151-163.. DOI:10.1080/10888690701454658 Brewster, K., Stoudt, B., Encandela, J. and Fine, M. (2013) Experience and Domain Mapping as Dynamic Tools for Focus Groups. Social Work Research,

Marquez, C., Fine, M., Boudin, K., Waters, W., DeVeaux, M., Vargas, F., Wilkins, C., and Martinez, M., Pass, M. and White, S. (2013) How Much Punishment is Enough?: Designing Participatory

Research on Parole Policies for Persons Convicted of Violent Crimes. Journal of Social Issues, 69, 4, 771-796.


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Futch, V. and Fine, M. (2013) Mapping as a Method: History and Theoretical Commitments Qualitative Research in

Psychology 01/2013; DOI:10.1080/14780887.2012.719070

Weis, L. and Fine, M. (2013) A Methodological Response from the Field to Douglas Foley: Critical Bifocality and Class Cultural Productions in Anthropology and Education. Anthropology and Education Quarterly. 44, 3, 222-233. Fine, M. (2012) The educational debt of critical science in revolting times: Documenting circuits of dispossession and explosions of desire. In Power Play: A Journal of Educational Justice, 4 (2), “Counternarratives: Hearing the Voices of Civic Activism” www.powerplay. Fine, M. (2012) Disrupting Peace/Provoking Conflict: Introduction to Special Section on School Closures. Peace and Conflict: The Journal of Peace Psychology, 18, 2, 144 – 145.

Fine, M., Zaal, M. and Ayala, J. (2012) Public science and participatory policy development.

Journal of Education Policy - J EDUC POLICY. 01/2012

Stoudt, B., Fox, M. and Fine, M. (March 2012) Contesting Privilege with Critical Participatory Action Research. Journal of Social Issues, 68, 1, 178-193.

Fine, M. (February, 2012) Critical feminist projects for revolting times. Psychology of Women Section Review, British Psychological Society, Spring 2012, 14, 1, 23 – 31. Fine, M. (February, 2012) Troubling calls for evidence: A critical race, class and gender analysis of whose evidence counts. Feminism and Psychology. 22, 3 – 19. Weis, L. and Fine, M. (2012) Critical Bifocality and Circuits of Privilege: Expanding Critical Theory and Design. Harvard Educational Review, 82, 2, 173-201. Fine, M. (2012) Resuscitating critical psychology for “revolting” times. Journal of Social Issues. Lewin Address, 68, 2, 416 - 438. Stoudt, B., Fine, M., and Fox, M. (2011) Growing up Policed in the Age of Aggressive Policing Policies. New York Law School Law Review, 56, 12, 1331-1370. Torre, M.E. and Fine, M. (March, 2011) A Wrinkle in Time: Tracing a Legacy of Public Science through Community Self-Surveys and Participatory Action Research. Journal of Social Issues, 67, 1, pages 106–121 Noguera, P and Fine, M (May 9, 2011) Don’t Blame the Teachers. The Nation. 292, 19, 9, 2011, p 6. Stoudt, B., Fox, M. and Fine, M. (2011) Whose Problem is it anyway? The vexing dilemma of privilege and social injustice. Forthcoming in the Journal of Social Issues.

Fine, M. (aka Lois Lane, 2010) From the Cutting Room Floor: Critical analysis of “Waiting for Superman.” Rethinking Schools Blog, “Not Waiting for Superman” <http://www.notwaitingforsuperman.org/Articles/20101101-FineLoisLaneMemo>


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Fine, M., Stoudt, B., Fox, M. and Santos, M. (2010) The Uneven Distribution of Social Suffering: Documenting the Social Health Consequences of Neo-liberal Social Policy on Marginalized Youth. European Health Psychology, September 2010, 12, 30 - 36. Katsiaficas, D., Futch, V., Fine, M. and Sirin, S. (2010) Everyday hyphens: Exploring youth identities with methodological and analytic pluralism. Qualitative Research in Psychology. Fine, M. Participatory Evaluation Research and Structural Racism (2010) Critical Issues Forum: Marking Progress/Movements Toward Racial Justice. 3, July 2010. Washington, D.C. : Philanthropic Initiative for Racial Equity. Torre, M.E. and Fine, M. (2011) A Wrinkle in Time: Tracing a Legacy of Public Science through Community Self-Surveys and Participatory Action Research Journal of Social Issues Volume 67, Issue 1, pages 106–121, March 2011 Fine, M. (2010) The Breast and the State: An Analysis of Good and Bad Nipples by Gender, Race, and Class. Studies in Gender & Sexuality, Winter2010, Vol. 11 Issue 1, p24-32, Sirin, S., Bikman, N., Mir, M., Fine, M., Zaal, M. and Katsiaficas, D. (2008) Exploring dual identities among Muslim-american emerging adults: A mixed methods study. Journal of Adolescence, 31, 2, 259 – 279.

Fine, M. and Sirin, S. (2007) Theorizing Hyphenated Selves: Researching Marginalized Youth in Times of Historical and Political Conflict. Social and Personality Psychology Compass, Volume 1, Issue 1, pages 16–38, November 2007

Fine, M. and Ruglis, J. (2008) Circuits of dispossession: The racialized and classed realignment of the public sphere for youth in the U.S. Transforming Anthropology, 17, 1, 20 – 33. McClelland and Fine (2008) Embedded science: The production of consensus in evaluation of abstinence-only curricula. Critical studies, critical methodologies. 8, 50 – 81. Clough, P. and Fine, M. (2007) Feminist activisms. Women’s Studies Quarterly, 35; 3/4, pages 255-275 Sirin, S. and Fine, M. (2007) Hyphenated Selves: Muslim American Youth Negotiating Identities on the Fault Lines of Global Conflict. Applied Developmental Sciences. 2007, 11, 3, 151 – 163. Zaal, M., Salah, T. and Fine, M. (2007) The Weight of the Hyphen: Freedom, Fusion and Responsibility Embodied by Young Muslim-American Women During a Time of Surveillance. Applied Developmental Sciences, 2007, 11, 3, 164 – 177. Fine, M. (2007) Expanding the methodological imagination. The Counseling Psychologist. May, 2007, 35, 5, 459 – 473. Fine, M., Pedraza, P., Jaffe-Walter, R., Futch, V. and Stoudt, B. (2007) Swimming: On oxygen, democracy and youth under siege. Anthropology and Education Quarterly, 38, 1, 76 – 96. Fine, M. and McClelland, S. (2007) The politics of teen women’s sexuality: Public policy and the adolescent female body. Emory Law Review, 56, 4, 993 – 1038. Fine, M. and McClelland, S. (2006) Sexuality education and the discourse of desire: Still missing after all these years.


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Harvard Educational Review. Fall 2006, 76, 3, 297 – 338. Fine, M. and Torre, M.E. (2006) Intimate Details: Participatory Action Research in Prison. Action Research, 4, 3, 253- 269. Fine, M. (2006) Bearing witness: Methods for researching oppression and resistance. A textbook for critical research methods. Social Justice Research, 19, 1, March 2006, 83 – 108. Fine, M. and Torre, M.E. (2005) Bar none: College education in prison. Journal of Social Issues, 61, 3, 569 – 594. Fine, M. (2005) Not in our name. Rethinking schools, 19, 4, 11 – 14. Fine, M., Bloom, J., Burns, A., Chajet, L., Guishard, M., Payne, Y., Perkins-Munn, T. and Torre, M. E. (2005) Dear Zora: A letter to Zora Neale Hurston Fifty years after Brown. Teachers College Record. 107, 3, 496-528

Hall, R. and Fine, M. (2005) The stories we tell: The lives and friendship of two older Black lesbians. Psychology of Women Quarterly. 29, 2, 177 – 187. Fine, M. and Torre, M.E. (2004). Re-membering Exclusions: Participatory action research in public institutions. Qualitative Research in Psychology. 1, 1, 15-37. Guishard, M., Fine, M., Doyle, C., Jackson, J., Staten, S., and Webb, A. (2004). The Bronx on the move: Activist research by youth as organizing. The Journal of Educational and Psychological Consultation. Fine, M. (2004) The power of the Brown v. Board of Education decision: Theorizing threats to sustainability. American Psychologist, Vol. 59, No. 6, 502–510. Fine, M., Burns, A., Payne, Y. and Torre, M.E. (2004) Civics Lessons: The color and class of betrayal. Teachers College Record, 106, November, 2193-2223. Guishard, M., Fine, M., Doyle, C., Jackson, J., Roberts, R., Staten, S., Singleton, S. and Webb,

A. (May 2003). "As long as I got breath, I'll fight": Participatory action research for Educational justice. The Family Involvement Network of Educators. Harvard Family Research Project. http://www.gse.harvard.edu/hfrp/projects/fine.html

Fine, M. and Burns, A. Class notes. (2003) Journal of Social Issues, 59, 4, 841 - 860. Fine, M., Freudenberg, N., Payne, Y. A., Perkins, T., Smith, K. and Wanzer, K. (2003). “Anything Can Happen with Police Around”: Urban Youth Evaluate Strategies of Surveillance in Public Places. Journal of Social Issues, 59 (1), 141-158. Fine, M., Bloom, J. and Chajet, L. (2003). Betrayal: Accountability from the Bottom. Voices in Urban Education: Rethinking Accountability. Providence, RI: Annenberg Institute for School Reform at Brown University. Spring, 2003. http://www.annenberginstitute.org/VUE/spring03/Fine.html Torre, M.E. and Fine, M. (2003). Youth researchers critically reframe questions of educational justice. Harvard Family Research Project’s Evaluation Exchange, 9, 2, 6 and 22. Daiute, C. and Fine, M. (2003) Re-focusing youth violence studies. Journal of Social Issues. 59, 1, 1 – 14. Fine, M. The mourning after. (2002) Qualitative Inquiry. April, 8: 137 - 145.


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Fine, M. The presence of an absence. (2002) Psychology of Women Quarterly. March, vol. 26, no. 1, pp. 9-24(16) Torre, M.E., Fine, M., Boudin, K., Bowen, I., Clark, J., Hylton, D., Martinez, M., Missy, Roberts, R.A., Rivera, M., Smart, P., and Upegui, D. (2001). A space for co-constructing counter stories under surveillance. International Journal of Critical Psychology, 4, 149-166. Fine, M. and Barreras, R. (2001) To be of use… Analyses of Social Issues and Public Policy, 1, 175 – 182. Fine, M. and Weis, L. Sites for Extraordinary Conversations. (2001) International Journal of Qualitative Studies in Education. Fine, M., Roberts, R., Torre, M. and Upegui, D. (2001) Participatory action research behind bars. Critical Psychology: The International Journal of Critical Psychology. 2, 145 – 157. Fine, M., and Weis, L. (2000) Disappearing acts: The state and violence against women in the Twentieth Century. Signs, 25, 4, 1139-1146. Bertram, C., Fine, M., Hall, J. and Weis, L. (2000) Where the Girls (And Women) Are. American Journal of Community Psychology. Vol. 28, No. 5, pp. 731-755. Fine, M., Roberts, R. and Weis, L. (2000) Refusing the Betrayal: Latinas Redefining Gender, Sexuality, Culture and Resistance. The Review of Education/Pedagogy/Cultural Studies. Vol. 22, No. 2, pp. 87-119. Fine, M., Weis, L, Centrie, C., and Roberts, R. (2000) Educating Beyond the Borders of Schooling. Anthropology and Education Quarterly, 31, 2, 1-21. Fine, M. and Anand, B. (1999) Revisiting the Struggle for School Desegregation. Radical Teacher, 57, 16-21. Massey, S., Cameron, A., Ouellette, S., and Fine, M. (1998). Qualitative approaches to the study of thriving: Clearing a path toward possibilities. Journal of Social Issues. Fine, M., and Weis, L. (1998). Crime stories: A critical look through race, ethnicity, and gender. Qualitative Studies In Education, 11(3), 435-459. Marecek, J, Fine, M., and Kidder, L. (1998). Working between worlds: Qualitative methods and social psychology. Journal of Social Issues, 54(4), 631-644.

Weis, L., Fine, M., Proweller, A., Bertram, C., & Marusza, J. (1998). "I've slept in clothes long enough": Excavating the

sounds of domestic violence among women in the white working class. Urban Review, 30(1), 1-27. Weis, L., Fine, M., & Marusza, J. (1998). Out of the cupboard: Kids, domestic violence and schools. British Journal of Sociology of Education, 19(1). Weis, L., & Fine, M. (Dec. 1997/Jan. 1998). The teacher would call me piggy, smelley, dirty, names like that: Prying open a discussion of domestic violence for educators. High school Journal, 81(2), 55-68. Katz, M.B., Fine, M., & Simon, E. (1997). Poking around: Outsiders view Chicago school reform. Teachers College Record, 99(1), 117-157. Fine, M., Weis, L., and Powell, L.C. (1997). Communities of difference: A critical look at desegregated spaces for and by youth. Harvard Educational Review, 67(2), 247-284.


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Fine, M., Weis, L., Addelston, J., & Marusza, J. (1997). (In)Secure times: Constructing white working-class masculinities in the late 20th century. Gender & Society, 10(6), 52-68. Fine, M. & Weis, L. (1996). Writing the "wrongs" of fieldwork: Confronting our own research writing dilemmas in urban ethnographies. Qualitative Inquiry, 2, 3, 251-274. Macpherson, P. & Fine, M. (1996) Hungry for an us. Feminism and Psychology, 5, 2,181-200. Fine, M. & Bertram, C. (1995). Feminist futures: A retrospective--Review of Nancy Datan's "Corpses, lepers and menstruating women". Feminism and Psychology, 5(4), 460-467. Fine, M. (1993). A diary of privatization and on public possibilities. Educational Theory, 43(1), 33-39. Fine, M. (1993) [Ap]parent Involvement: Power, politics and parents in urban schools. Teachers College Record, 94, 4, Summer 1993, 682-710. Guinier, L., Fine, M., Balin, J., with Bartow, A. and Sachtel, D. (1994) Becoming gentlemen: The education of women at one Ivy League law school. University of Pennsylvania Law Review, 143(1), 1-110. Fine, M. and Gordon, S. (1991) Effacing the center and the margins: Life at the intersection of psychology and feminism. Feminism and Psychology, 1, 1, 19-27. Fine, M. (1990) Making controversy: Who’s “At Risk” Journal of Urban and Cultural Studies, 1, 1, 1, 55-68. Fine, M. (1990) The “public” in public schools: The social constriction/construction of a moral community. Journal of Social Issues, 46, 1, 107-119. Fine, M. (1989) The politics of research and activism: Violence against women. Gender and Society,3, 4, 549-558. Brodkey, L. and Fine, M. (1987) Presence of mind in the absence of body. Journal of Education,170, 3, 84-99. Fine, M. and Asch, A. (1988) Disability beyond stigma: Social interaction, discrimination and activism. Journal of Social Issues,44, 1, 3-22. Fine, M. (1988) Sexuality, schooling and adolescent females: The missing discourse of desire. Harvard Educational Review,58,1, 29-53. Fine, M. (1988) Of kitsch and caring. The School Administrator.8, 45, 16-18, 23. Fine, M. (1987) Silencing in public schools. Language Arts,64, 2, 157-174. Fine, M. (1986) Why urban adolescents drop into and out of high school. Teachers College Record,87, 3, 393-409. Fine, M. (1985) The social construction of “What’s Fair” at work. Journal of Applied Social Psychology,15, 2, 62-73. Fine, M. (1985) Reflections on a feminist psychology: Paradoxes and prospects. Psychology of Women Quarterly,9, 2, 167-183. Fine, M. (1985) Dropping out of high school: An inside look. Social Policy, Fall , 43-50. Fine, M., Kidder, L., and Boell, J. (1985) Imaging feminist visions. Imagination, Cognition and Personality: A Scientific Study of Consciousness, 5, 1, 73-80.


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Fine, M. and Harris, A. (1984) Critique of Miller’s “Chance, choice and the future of reproduction.” American

Psychologist, 39, 11, 1322-1324. Fine, M. and Bowers, C. (1984) Racial self-identification: The effects of social history and gender. Journal of Applied Social Psychology, 14, 2, 136-146. Fine, M. Coping with rape: Critical perspectives on consciousness. (1983) Imagination, Cognition and Personality: A Scientific Study of Consciousness, 3, 3, 249-264. Fine, M. The social context and a sense of injustice: The option to challenge. (1983) Representative Research in Social Psychology, 13, 1, 15-33. Fine, M. and Rosenberg, P. (1983) Dropping out of high school: The ideology of school and work. Journal of Education, Summer 165, 3, 257-272. Reprinted in Education Digest, April, 1984, 26-29. Reprinted in Standard Education Almanac, 1984-1985. G. Gutek (Ed.), Prof. Pub., Chicago, 1984, 450-462. Fine, M. When non-victims derogate: Powerlessness in the helping professions. (1982) Personality and Social Psychology Bulletin, 8, 4, 637-643. Fine, M., Akabas, S. and Bellinger, S. (1982) Cultures of drinking: A workplace perspective. Social Work, 27, 5, 436-444. Rothbart, G., Fine, M., and Sudman, S. (1982) On finding and interviewing the needle in the haystack: The use of multiplicity sampling and its kin. Public Opinion Quarterly, 46, 408-421. Akabas, S., Fine, M., and Yasser, R. (1982) Putting secondary prevention to the test: A study on an early intervention strategy with disabled workers. Journal of Primary Prevention, 2, 3, 165-187. Fine, M. and Asch, A. (1981) Disabled women: Sexism without the pedestal. Journal of Sociology and Social Welfare, 6, 233-248. Fine, M. (1981) An injustice by any other name. . . Victimology: An International Journal, 6, 1-4, 48-58. Fine, M. (1979) Options to injustice: Seeing other lights, Representative Research in Social Psychology, 10, 1-2, 61-76. Book Reviews and Policy Reviews Halkovic, A., Fine, M., Bae, J., Greene, A., Gary, C., Riggs, R., Evans, D., Campbell, L., Taylor, M., Tejawi, A. and Tebout, R. (2013) The Gifts They Bring: Welcoming “First Generation” College Students Into Higher Education After Prison. New York: Public Science Project and the Prisoner Re-Entry Institute at John Jay College, CUNY. Fine, M. & Karp, S. (2012). Review of “Parent Power: Grass-Roots Activism and K-12 Education Reform”. Boulder, CO: National Education Policy Center. http://nepc.colorado.edu/think-tank-reviews Fine, M., L. Pappas, S. Karp, A. Sadovnick and M. Bennett, (June/July 2007) The special review assessment: Critical reflections on graduation policy in New Jersey. Newark, New Jersey: The Education Law Center, City University of New York Graduate Center and Rutgers University Institute for Public Policy Fine, M. and Clear, T. (2007) Policy Brief on Long Term Incarceration: An Analysis by Gender and Crime in New York


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State. The Graduate Center, CUNY.

Fine, M. (July-August 2005) Review of Office Hours by Cary Nelson and Stephen Watt. Academe, 91, 4.

Fine, M., Ayala, J. and Perkins, T. (2000) Stealing the master's pen: women challenging and rewriting master narratives. A Review of Untold Stories: Breaking Silence, Talking Back, Voicing Complexity. Sex Roles, 42. 9/10, 943-946. Fine, M. On privatization and public possibilities: A review of Savage Inequalities. Educational Theory, Winter 1993, 43(1), 33-39. Fine, M. Review of Women and Gender by R. Unger and M. Crawford. Psychology of Women Quarterly. September, 1992, 16, 3, 365-367. Fine, M. and Phillips, L. A review of "Working Class Without Work.” Educational Studies Journal. Summer 1990. Fine, M. and Asch, A. Who owns the womb? A review of Test-Tube Women. Women’s Review of Books, 1985, 8, 8-10. Fine, M. Unearthing contradictions: An essay inspired by Women and Male Violence. Feminist Studies, 1985, 11, 2, 391-407. Asch, A. and Fine, M. Shared dreams: A left perspective on disability rights and reproductive rights. Radical America, 1984, 18, 4, 51-58. Fine, M. and Asch, A. Amniocentesis, treatment of newborns with disabilities and women’s choices. Committee for Abortion Rights and Against Sterilization Abuse Newsletter. June/July, 1984, 8, 4, 3-6. Fine, M. The social roots of disability: Implications for health educators. Health Education Newsletter, July 1983, 3, 1, 2-6. Fine, M. and Surrey, D. Review of Eileen Leonard’s Women, crime and society, Aggressive Behavior, 1983, 9, 2, 195-197. Monographs/Testimony Fine, M. Testimony to the New Jersey State Board of Education on Virtual Charters, Trenton, New Jersey, 2012. Fine, M. Chair, Open Letter to the Regents on High Stakes Testing. Panel at the New York Civil Liberties Union, New York, 2012. Fine, M. Testimony to the Sentencing Commission. New York State Department of Corrections. November 2007. Fine, M., Pappas, L., Karp, S., Hirsch, L., Sadovnik, A., Keeton, A. and Bennett, M. (August, 2007) New Jersey’s Special Review Assessment: Loophole or Lifeline? The Graduate Center/CUNY and the Education Law Center, Newark New Jersey. August 2007.

Fine, M., Stoudt, B. and Futch, V. (2005) The Internationals Network for Public Schools: A Quantitative and Qualitative Cohort Analysis of Graduation and Dropout Rates. Teaching and Learning in a Transcultural Academic Environment. New York: The Graduate Center, CUNY. Fine, M., Torre, M., Boudin, K., Bowen, I., Clark, J., Hylton, D., Martinez, M., “Missy,” Roberts, R., Smart, P. and


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Upegui, D. (2001) “Changing minds: The impact of college in a maximum security prison.” Glass Foundation and Open Society Institute Funding, http://web.gc.cuny.edu/che/changingminds.html Fine, M. (2001) “Small schools: Educational reform going to scale.” Paper commissioned by the Chicago Community Trust, 2001, Chicago, Illinois. Anand, B., Fine, M., Kinoy, A., Perkins, T., and Surrey, D. “You Never Give Up the Struggle”. Oral History of a Northern School Desegregation Case. Montclair, NJ. Renaissance School, June 2000. Wasley, P., Fine, M., Gladden, M., Holland, N., King, S. and Powell, L. (2000). Small Schools: Great Strides. Bank Street College of Education. New York, New York. Fine, M. & Wasley, P. A. Small Schools and the Issue of Scale. (2000) Bank Street College of Education. New York, New York. Fine, M., & Somerville, J. (Ed.). Small schools, big imaginations. Cross City Campaign for Urban Education Reform. Chicago, 1998. Fine, M. (Ed.) At a Crossroads. Bruner Foundation. New York, NY, 1995. Fine, M. (Ed.) (1996). Talking across boundaries: Participatory evaluation research in an urban middle school. New York: Bruner Foundation. Cross City Campaign for Urban Education, Reinventing Central Office: A Primer for Successful Schools. Chicago, May, 1995. Fine, M. On Charters. The Pew Charitable Trusts. Philadelphia, Pennsylvania, 1991. Fine, M. and Cook, D. Evaluation Reports: “With and For Parents." National Committee of Citizens for Education, 1991, Final Report. Fine, M. Middle and secondary school structures as they affect adolescent health outcomes. Office of Technology Assessment, U.S. Congress, 1990. Fine, M. and Foster, M. Introduction. PEER’s Handbook on female dropouts. Project on Equal Educational Rights/NOW Legal Defense Fund. Washington, DC, 1988. University of Pennsylvania Sexual Harassment Committee. Unwanted Attention: Report from The University of Pennsylvania. Philadelphia, Pennsylvania, 1986. Women and Disability Awareness Project. Building community: A manual exploring issues of women and disability. New York, New York, 1984.

National Council of Jewish Women. Adolescent girls in the juvenile justice system. New York, New York, 1984. Saxe, L., Dougherty, D., Esty, K., and Fine, M. The effectiveness and costs of alcoholism treatment. U. S. Congress, Office of Technology Assessment, Washington, DC, 1983.

Industrial Social Welfare Center. Mental health care for rural workers: Program strategies service implications and worksite implications. New York, Columbia University, 1982.


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Akabas, S., Bellinger, S., Fine, M. and Woodrow, R. Confidentiality issues in workplace settings. Industrial Social Welfare Center, New York, Columbia University, 1981.

Vietnam Era Research Project. The psycho-social adjustment of Vietnam Era veterans to civilian life. National

Institute of Mental Health and the Veterans Administration, 1979. Selected Presentations Fine, M. Keynote, Privilege, Power and Social Class. Association of Women in Psychology, Milwaukee, 2017. Fine, M. Just Methods in Revolting Times: Critical Participatory Research as a Tool in Social Justice Organizing. Keynote, Action Research Network of the Americas, Cartagena Colombia, 2017. Fine, M. Bearing Witness/Baring Whiteness. Presidential Keynote, Division 1, APA, Denver Colorado, 2016. Fine, M. Toward an Epistemology of Precarity: Critical theory and participatory methods in times of widening global inequality gaps. Keynote, Critical Health Psychology, Rhodes University, South Africa 2015. Fine, M. Theorizing Excess: The Space between Critical Participatory Inquiry and Social Policy. Keynote, Narrative Inquiry Conference, Vits University, South Africa, 2015. Fine, M. Troubling calls for ‘evidence’: Punitive accountability, disruptive innovation and neoliberal blues in the education deform project. Invited Keynote, Public Engagement and the Politics of Evidence in an Era of Neoliberalism and Audit Culture, University of Regina, Sasketchewan Canada, 2015. Fine, M. Qualitative Musings on Studying Privilege. Invited Plenary Speaker, Society for Qualitative Inquiry in Psychology, CUNY Graduate Center, 2015. Fine, M. Studying Up. Invited seminar participant. Baruch College, 2015. Fine, M. AERA Presidential Session Keynote. The DuBois-Greene Legacy: From Research to Performance. Chicago, AERA, 2015. Fine, M. Arresting Poverty: Our obligations to resist carceral sprawl and the punishing turn in public policy. Toronto, APA, 2015. Fine, M. (De)Construcing youg people’s political participation: A critical bifocal approach. Toronto, APA, 2015. Fine, M. Structural racism and critical psychology: Damage, desire and participatory research. Toronto, APA, 2015 Fine, M. Understanding and overcoming disparities in school discipline practices and criminal justice engagement. Toronto, APA, 2015. Fine, M. Neoliberal blues: Critical theory and design for documenting a history of the present. Toronto: APA, 2015.


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Fine, M. Keynote, International Symposium on the Brazilian Youth, Recife-PE, Brazile, 2012. Fine, M. Keynote, The 20th anniversary of Social Justice Education at the University of Massachusetts, Amherst, 2012. Fine, M. First Social Justice Lecturer, Eastern Michigan University School of Education Lecture Series, 2012. Fine, M. Featured Speaker, The Marcuse Conference: Critical Refusals. Philadelphia, Pennsylvania: University of Pennsylvania, 2012. Fine, M. Keynote Speaker at the European Health Psychology Conference. Romania, 2010. Fine, M., Sirin, S. and Zaal, M. Youth Under Seige: Muslim American Youth Negotiating Identities in Post 9/11 New York. Paper presented at the International Society for Political Psychology, Dublin Ireland, 2009. Fine, M. Taking to the Streets. Plenary Session, American Psychological Association, Toronto, Canada, 2009. Fine, M. and Zaal, M. The Weight of the Hyphen: Reflecting on Gender and Ethnicity. At The Society for Research on Community Action, Montclair State University, 2010. Fine, M. Reimagining Hyphenated Selves Among Immigrant Youth. Keynote at the Association for History and Cultural Dialogue, Nicosia Cyprus, 2009. Fine, M. Critical reflections on desire. Keynote at the Sexuality Conference, Centre for Urban Health, Ontario Institute for Studies in Education, University of Toronto, 2009. Fine, M. Teaching Through Race. Multicultural Summit on Race and Culture. Santa Barbara, CA. 2001. Fine, M. Qualitative Methods Keynote: International Conference of Psychology. Havana, Cuba. 1999. Fine, M. Reflecting on Whiteness. American Psychological Association meeting on Race & Racism, Newport Beach, CA, 1999. Fine, M., Jordan, C., & Sherman, D. Diversity hurts. Keynote National Conference for Teachers of English, mid-year meeting, Chicago, 1999. Fine, M. Racial justice, equity & excellence. Syracuse University, Ganders Distinguished Lecture Series, 1998. Fine, M. & Powell, L. Race, justice & democracy in American education. American Psychological Association, San Francisco, 1998 Fine, M. Construction sites: Making race and gender in the academy. Princeton University Women & Psychology Seminar Series, 1998. Fine, M. Why do all the white students sit together? American Educational Research Association, San Diego, 1998. Fine, M. Adolescence and racial justice: Rethinking a social psychology of spaces. Keynote, Society for Research on Adolescence, San Diego, 1998. Fine, M. Standards & equity. Keynote for The Education Trust. Washington, D.C., 1997. Fine, M. Rethinking imagination, activism and public education. Keynote for the Releasing Imagination Conference, Teachers College, Columbia University, 1995.


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Fine, M. "Producing whiteness." Keynote for the Cross Cultural Roundtable at Teachers College, Columbia University, 1995. Fine, M. "At the intersections of race and gender". Keynote for the Cross-cultural roundtable at Teacher College, Columbia University. New York, New York 1994. Fine, M. "The cultures of schools and the psychologies of adolescent girls". Keynote, Temple University Conference on Girls and Women. Philadelphia, Pennsylvania, 1993. Fine, M. "Rethinking the Politics of School Reform". NCREST Annual Conference on Restructuring. New York, New York, 1993. Fine, M. Theorizing "Self" and "Others". Ethnography Forum. University of Pennsylvania. Philadelphia, Pennsylvania, 1993. Fine, M. "Democratizing Choice". Economic Policy Institute Conference. Can Choice Reform American Educators? Washington, DC, 1992. Fine, M. "Gender, silencing and difference: Rethinking institutions of schools and heterosexuality". American Psychological Association. Washington, DC, 1992. Fine, M. "Urban restructuring as a democratic reform". Alumni Meeting, University of Buffalo, Graduate School of Education. Buffalo, New York, 1992. Fine, M. "A look at teaching". National Educational Activists Conference. Milwaukee, Wisconsin, 1992. Fine, M. “Restructuring in Philadelphia public schools”. Invited speaker, American Research Institute’s Conference on “At Risk” Youth. Palo Alto, California, 1992.

Fine, M. “The uses and misuses of ethnography”. Ethnography in Education Forum, University of Pennsylvania. Philadelphia, Pennsylvania, 1992. Fine, M. “Critical analysis of vouchers and privatization of public education”. Philadelphia Federation of Teachers Education Conference. Philadelphia, Pennsylvania, 1992.

Fine, M. “Reflecting on community in urban secondary schools”, NCREST Conference Building Learner Centered Schools. Teachers College, New York, 1992. Fine, M. “Listening to their voices”. National Council of Teachers of English Meetings. Washington, DC, 1992. Fine, M. “The borders of ‘othering’ in urban schools”. American Anthropological Association Meetings. Chicago, Illinois, 1992. Fine, M. “Negotiating gender in adolescence”. American Educational Studies Association. Kansas City, 1992.

Fine, M. Politics of evaluation of public education reform. Invited keynote, Bruner Foundation. New York, New York, 1992. Fine, M. “A critical look at urban restructuring”. Conference on Urban Restructuring, Invited


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keynote, University of Pennsylvania. Philadelphia, Pennsylvania, 1992. Fine, M. “Inventing criteria for feminist community psychology”. Community Psychology Conference. Phoenix, Arizona, 1991. Fine, M. Scholars seminar with Paolo Freire. Invited Discussant on Urban Education. Lesley College, Boston, 1991. Fine, M. and Smith, R. “The politics of urban restructuring”. Brown University Distinguished Seminars Series, 1991. Fine, M. “Rethinking assessment in urban districts”. American Federation of Teachers, QUEST Conference. Washington, DC, 1991.

Fine, M. “School governance: reflections on Chicago school reform”. American Educational Researchers Association. Chicago, Illinois, 1991.

Fine, M. “The role of teachers in restructuring”. Discussant. American Education Researchers Association. Chicago, Illinois, 1991.

Fine, M. “The politics of multiculturalism in urban public schools”. American Association of Higher Education. Atlanta, Georgia, 1991. Brodkey, L. and Fine, M. "Reflections on Narrative: Presence of mind in the absence of body". New England Symposia on Narrative Studies in the Social Sciences. Cambridge, Harvard University, 1990. Fine, M. Respondent. Fifteenth Annual Judicial Conference of the District of Columbia. Washington, DC, 1990. Blackman, J. and Fine, M. Values, science and policy. Co-chair for panel presented at the American Psychological Association Meetings. Boston, Massachusetts, 1990. Fine, M. “Adolescents negotiating reproductive decisions.” Paper presented at the American Psychiatric Association Meetings. New York, New York, 1990.

Fine, M. “Transforming what seems so natural.” Invited session, Inner city education: Problems, prospects and

public policy options. Presented at the meetings of the American Sociological Association. Washington, DC, 1990.

Fine, M. “Cultural studies and the community.” Paper presented at the Conference on College Composition and Communication. Chicago, Illinois, 1990.

Fine, M. “The body politics: Research on/for/despite disabilities.” Invited address at the Swedish Institute on

Research on Disabilities. Uppsala, Sweden, 1990.

Fine, M. “Whose epidemic? Teen pregnancy and the politics of problem construction.” Panelists, New Jersey State Department of Education Conference on Teenage Pregnancy and Family Life Education, 1990.

Fine, M. “Rethinking restructuring in urban districts.” Invited address at the Conference on Urban Education, Academy for the Professionalization of Teaching. Philadelphia, Pennsylvania, 1990.

Fine, M. and Joffe, C. “Sexual rigidities.” Paper presented at the Penn-Mid Atlantic Seminar on Feminist Theory. Philadelphia, Pennsylvania 1990.


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Fine, M. Ventriloquy, voices and activism: Repositioning politics inside social research.” Keynote address, Ethnography and Education Conference, Philadelphia, March, 1990. Paper also presented at the Laurie McDade Memorial Seminar, Miami University. Oxford, Ohio, February, 1990. Fine, M. "Bein’ wrapped too tight: Low income women dropping out of high school". Seminar on Adolescent Women and Social Development. Harvard University Graduate School of Education. Cambridge, Massachusetts, 1989.

Fine, M. Moderator, Parental consent for abortion: Dilemmas for researchers and activists. National Abortion Rights Action League Seminar, Philadelphia, Pennsylvania, 1989.

Fine, M. “Whose families are being strengthened? Reflections on the current era of policy reform.” Keynote address at Strengthening Family Relationships: A Key Piece of the Teenage Pregnancy Puzzle. Equality Center Conference on Teenage Pregnancy and Parenting. Baltimore, Maryland, 1989.

Fine, M. “Questions of community, exclusion and justice in public and private schooling.” Respondent to Leon Botstein at Educating for a Just Society. Dwight - Englewood School 100th Anniversary, New Jersey, 1989.

Fine, M. “When institutional exclusion structures adolescent identities: Analyses from the courtroom.” Paper

presented at the American Educational Studies Association. Chicago, Illinois, 1989. Fine, M. “The violence of exclusion: Public high schools and their urban dropouts.” Paper presented at the

American Psychological Association meetings. New Orleans, Louisiana, 1989. Fine, M. “Homophobia, handicapism and sexism: The struggles continue for Sharon Kowalski.” Discussant to

Invited Session. American Psychological Association meetings. New Orleans, Louisiana, 1989. Fine, M. Co-Chair with Sandra Tangri. In the lives of women: Institutionalized violence and the politics of research.

Panel at the American Psychological Association meetings. New Orleans, Louisiana, 1989. Fine, M. and Morawski, J. “Feminist re-visions: On Epistemologies” Paper presented at American Psychological Association meetings. New Orleans, Louisiana, 1989.

Fine, M. “Violence toward women and children: The problem - policy gap.” Discussant. American Psychological Association meetings. New Orleans, Louisiana, 1989.

Fine, M. “Transforming the ‘natural’ in public high schools.” Presentation at The Quest Conference.American

Federation of Teachers. Washington, DC, 1989. Fine, M. “Critical reflections on feminist practice.” Presentation to PATHS Seminar. Philadelphia, Pennsylvania, 1989.

Fine, M. “The marginal hearts: Dropout prevention work in comprehensive high schools.” Keynote. Focus on the Future ‘89: Issues for At Risk Youth. Pennsylvania Department of Education. Champion, Pennsylvania, 1989.

Fine, M. “The politics of sexuality.” Keynote, Society for the Scientific Study of Sex. Boston, Massachusetts, 1989.

Fine, M. “Restructuring in Urban Districts.” Keynote. American Federation of Teachers Conference on Urban Restructuring. Miami, Florida, 1989. Fine, M. “Feminism meets psychology.” Paper presented at the National Women’s Studies


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Association. Towson, Maryland, 1989. Fine, M. “Politics of state reform movements.” Moderator. American Civil Liberties Union/NAACP Conference on Urban Minority Education. Chicago, Illinois, 1989.

Fine, M. “Strategies for the future: The politics of radial school restructuring.” American Civil Liberties Union/NAACP Conference on Urban, Minority Education. Chicago, Illinois, 1989. Fine, M. “Dropping in and out of high schools: The marbling of race and gender.” Paper presented at Harvard University Graduate School of Education Colloquia Series. Cambridge, Massachusetts, 1989. Fine, M. “Low income families and neighborhoods: The public for public schools?” Paper presented at the Social Science Research Council Meeting on Communities and Neighborhoods. Santa Fe, New Mexico, 1989. Fine, M. “Exclusion from a moral community: High school dropouts leaving urban schools.” Paper presented at American Psychological Association meeting. Atlanta, Georgia, 1988. Fine, M. “The family, schooling and urban communities: Who’s served by the public sphere?” Holmes Group Roundtable. East Lansing, Michigan, 1988.

Fine, M. “Systemic school change: A comprehensive approach to dropping out” Keynote. Massachusetts State Department of Education Conference on Restructuring. Worcester, Massachusetts, 1988. Fine, M. “The politics of research and activism in the study of violence against women.” Keynote. Canadian Research Institute for the Advancement of Women. Quebec City, Canada, 1988. Fine, M. “Sex, the body and young, disabled women.” Paper presented at the American Educational Research Association Meeting. Special Interest Group on Women. New York, New York, 1988. Fine, M. “Through the lens of gender: Researchers and practitioners talk to each-other.” Paper presented at the American Educational Research Association meeting. Special Interest Group on Women, New York, New York, 1988. Fine, M. “A socio-political perspective on diversity research.” Paper presented at Human Diversity: Toward a Psychology of Difference. University of Maryland, 1988.

Fine, M. “Young women dropouts: A critical analysis of race, class and gender.” Keynote at Taking Action: State

Strategies for At Rick Girls. National Association of State Boards of Education. Alexandria, Virginia, 1988.

Fine, M. “The ways of violence as they silence women.” Paper presented at the University of Pennsylvania Conference on Campus Violence. Philadelphia, Pennsylvania, 1988. Fine, M. “The political promiscuity of the empowerment of women.” Paper presented at the American Anthropological Association meetings. Phoenix, Arizona, 1988. Fine, M. “Sexuality and teenage pregnancy.” Paper presented at the American Anthropological Association meetings. Phoenix, Arizona, 1988. Fine, M. “Reflections on ethnographic research with children.” Discussant at the American Anthropological Association meetings. Phoenix, Arizona, 1988.


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Fine, M. “High school dropouts: Public and subjugated controversies.” Paper presented at the Rockefeller Symposium on Children At Risk in America. Rockefeller Archive Center. Mt. Kisco, New York, 1988. Fine, M. and Zane, N. “Another look at female dropouts.” Project on Equal Educational Rights/NOW Legal Defense Fund National Conference on “At Risk” Female Adolescents. Washington, DC, 1988. Fine, M. and Gordon, S. “Feminist transformations of/despite psychology.” Paper presented at Feminist Transformations of the Social Sciences. Hamilton College, 1988. Fine, M. “The social production of the high school dropout problem.” Paper presented at the University of Chicago, Urban Poverty Workshop/Sociology Department Seminar, 1988.

Fine, M. “What constitutes knowledge? Social science in the courtroom.” Paper presented at the Constructing America Symposium. New York University Institute for the Humanities, 1988. Fine, M. Comment on "At Risk Youth". Invited presentation at the Educators Forum. American Council on Education, Harold Hodginson, moderator. Washington, DC, 1987. Fine, M. "The politics of sex education." Paper presented at the Society for the Scientific Study of Sex. Philadelphia, Pennsylvania, 1987. Fine, M. "Views on dropping out, and dropping in." Literacy Research Center. New York, New York, New York, 1987

Fine, M. "When gender meets race, class, disability and sexual orientation: Public policy implications." Unfinished Agenda: Women's Way Conference. Philadelphia, Pennsylvania, 1987. Fine, M. "Framing the dropout picture, without framing the dropout." Paper presented at the Educational Writers Association Annual Retreat. Wingspread Conference Center, Racine, Wisconsin, October, 1987. Fine, M. "Sexual meanings among urban teens and their teachers." Paper presented at American Anthropological Association meetings. Chicago, Illinois, 1987. Fine, M. "Critical reflections on education and adolescence." Discussant at American Anthropological Association meetings. Chicago, Illinois, 1987. Fine, M. "Politics of reproduction and disability." Discussant at American Anthropological Association meetings. Chicago, Illinois, 1987. Fine, M. "Who is ‘at risk’ when most drop out?" Paper presented at Dropped Out or Pushed Out: Our Children in Crisis conference. Project Schools. Newark, New Jersey, 1987. Fine, M. "De-institutionalizing educational inequality." Invited Paper at the Summer Institute for the Council of Chief State School Officers. Whitefish, Montana, 1987. Fine, M. "Expert testimony in educational lawsuits: Contradictions in the discourses of the law and social psychology." Paper presented at the American Psychological Association meetings. New York, New York, 1987. Fine, M. "The politics and paradoxes of interviewing women victims of male violence." Invited


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address at Family Violence Research Conference. University of New Hampshire, 1987.

Fine, M. and Wade, J. "Critical views and strategies for evaluating domestic violence programs." Invited address at the Family Violence Research Conference for Practitioners and Policymakers. University of New Hampshire, 1987. Fine, M. Chair, Critical theory in writing teaching and advocating through ethnography. Annual Ethnography Forum. University of Pennsylvania, Philadelphia, Pennsylvania, 1987. Fine, M. and Asch, A. "Gender, disability and social psychological theory." Paper presented at Women's Studies Seminar. Rhode Island College, 1987. Fine, M. "Sexual harassment: The paradox of victimization and survivorship." Paper presented at the Society for the Scientific Study of Sex. Philadelphia, Pennsylvania, 1987. Fine, M. “State of the science: Sex education.” Invited presentation at the Society for the Scientific Study of Sex. Philadelphia, Pennsylvania, 1987. Fine, M. Chair, Critical theory in education: Advocacy, methodology and pedagogy. Panel chaired at American Anthropological Association. Philadelphia, Pennsylvania, 1986. Fine, M. "The politics of adolescent sexuality: The discourse of public educators." Papers presented at the Association of Humanistic Sociologists. Philadelphia, Pennsylvania, 1986. Fine, M. "A critique of current conceptions of victims' agency and resistance." Paper presented at the American Psychological Association. Washington, DC, 1986.

Fine, M. Chair, SPSSI in the '50's: A decade of political dissent. Panel presented at the American Psychological Association. Washington, DC, 1986.

Fine, M. "Comments on student as discoverer." Presentation at Prairie Fire: The First Nebraska Symposium on Education. Governor's Conference. Lincoln, Nebraska, 1986

Fine, M. "If I'm successful...: Perspectives on feminist pedagogy." Paper presented at Beyond the Second Sex: Feminist Scholarship Conference. University of Pennsylvania, Philadelphia, Pennsylvania, 1984.

Fine, M. "Community based alternatives to the law: Coping with rape." Paper presented at the Society of Applied Anthropology meetings. Toronto, Canada, 1984. Fine, M. Critical perspectives on leadership and social change: An interdisciplinary analysis. Chair, Symposium at Meetings of the International Society for Political Psychology, Toronto, Canada, 1984. Fine, M. "If I'm successful, you're swamped: Apologies from a faculty member to university counselors." Keynote speech. Second Delaware Valley Counseling Conference, University of Pennsylvania. Philadelphia, Pennsylvania, 1984. Fine, M. and Asch, A. Disability beyond stigma: Social interactions activism and politics. Co-chair, Symposium at the meetings of the American Psychological Association. Anaheim, California, 1983. Fine, M., Surrey, D., Vanderslice, V. and Barr, D. "Perceptions of injustice: The paradox of options." Paper presented at International Society for Political Psychology. Oxford, England, 1983


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Fine, M. "Social issues as curriculum: A pedagogy of politics". Conference on High School/College Curriculum. Co-Sponsored by New School for Social Research and La Guardia College. New York, New York, 1983. Fine, M. "Disabled women: Marginality, resistance and social constructions." Conference on Women's Scholarship, State University of New York at Stony Brook, 1983. Fine, M. and Asch, A. "Disabled women in the 1980's” and “Dialectics of the reproductive rights and disability rights movements." Papers presented at Access to Equality: Disabled Women and Education Conference. Invited participant. Baltimore, Maryland, 1982. Fine, M. and Kidder L. "The justice of rights versus needs." Paper presented at the meeting of the International Society for Political Psychology. Washington, DC, 1982. Fine, M. Beyond victimization: A feminist analysis. Symposium Chair, at the meeting of the American Psychological Association. "The social construction of women-victims." Paper presented. Washington, DC, 1982. Fine, M. "Psychology of women: Time for self-examination." Paper presented at the meeting of the American Psychological Association. Washington, DC, 1982. Fine, M. Scholars' review of the victimization literature. Chair, Symposium at the Summer Session of the Delaware Valley Women's Studies Consortium. Philadelphia, Pennsylvania, 1982. Fine, M. "Feminist politics and women's relationships". Paper presented at the Temple University Women's Studies - Philadelphia Mayor's Task Force on Women Conference. Philadelphia, Pennsylvania, 1982. Fine, M. "Child care workers view youth: A further analysis of derogation." Paper presented at the meeting of the American Educational Researchers Association, New York, New York, 1982. Fine, M., Rothbart, G. and Sudman, S. "Selection bias and the inclusion rule in multiplicity sampling." American Association of Public Opinion Researchers. Hunt Valley, Maryland, 1982. Fine, M. Academic women: Bonding and boundaries. Chair. Symposium at the West Chester State College Women's Studies and the Mid-Atlantic National Women's Studies Association, 1982. Fine, M. and Asch, A. Disabled women: An integrated analysis. Presented as part of the materials available at the Institute on Sexism/Sexuality. Florida International University, 1981. Fine, M. and Rothbart G. "Sampling of rare populations." Paper presented at the meeting of the Special National Workshops on Research Methodology and Criminal Justice Program Evaluation. Baltimore, Maryland, 1980. Fine, M. "Options to injustice: The battered woman." In J. Blackman-Doron (Chair) Intimate Violence. Symposium presented at the meeting of the American Psychological Association, New York City, 1979. (Women's Educational Equity Communications Network, 1980: ERIC DOCUMENT, 1980). Fine, M. and Laufer, R. “Social health and the Vietnam generation.” Paper presented at the meeting of the American Sociological Association. Boston, Massachusetts, 1979.


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Fine, M., Rothbart, G. and Sudman, S. “On finding a needle in a haystack: Multiplicity sampling procedures.” In M. Hauck (Chair) Sampling Strategies for Hard-to-Find Respondents. Symposium presented at the meeting of the American Association for Public Opinion Research. Buck Hills, Pennsylvania, 1979. Laufer, R., Fine, M. and Surrey, D. “Hidden wounds: The Vietnam generation.” Paper presented at the meeting of the American Psychological Association. Toronto, Canada, 1978. Rothbart, G., Fine, M. and Laufer, R. “Finding and interviewing the Vietnam veteran.” Paper presented at the meeting of the American Association for Public Opinion Researchers. Roanoke, Virginia, 1978. Fine, M. and Saxe, L. “Evaluation research and psychology: Towards synthesis.” In L. Saxe (Chair) Improving the Utilizability of Psychological Research Through Evaluation Research Strategies. Symposium presented at the meeting of the American Psychological Association, Toronto, Canada, 1978. (ERIC DOCUMENT, ED 169 414, September, 1979). Fine, M. and Blackman, J. “The battered woman.” Paper presented at the meeting of the Second Annual Needs Assessment in Health and Human Services Conference. Louisville, Kentucky, 1978. Fine, M. "The battered woman: Examining the social context." In I. Frieze (Chair) Researching the Problems of Battered Women. Symposium presented at the meeting of the Association of Women in Psychology. Pittsburgh, Pennsylvania, 1987.

Saxe, L. and Fine, M. "The use of control groups in evaluation research." Paper presented at the meeting of the Evaluation Research Society. Washington, DC, 1977. Egendorf, A., Fine, M., Kadushin, C., Laufer, R., Rothbart, G. and Sloan, L. "Urban males of the Vietnam generation." Paper presented at the meeting of the American Sociological Association. Chicago, Illinois, 1977. Consultant and Community Positions International Women’s Initiative 2014 – present Board member What Kids Can Do, Board Member 2004 – present ADCO Foundation 2004 - present Open Society Institute, Committee on Education 2000–2001 Action Research Committee, Women and Philanthropy 1998-2000 Oral History Project, Education Renaissance School 1999 Bedford Hills Correctional Facility College Program 1997-present Board Member Chair of the Finance Committee & Research Committee Ms. Foundation, Adolescent Girls Project 1994-1997


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Evaluation Consultant Cross City Campaign for Urban Education, Chicago 1994-1998 Executive Board Member New Visions Schools, The Fund for the City of New York 1993-1995 Consultant and Advisory Board Member High School AIDS Education Project, Academy for Educational 1993-1996 Development, New York City, Advisory Board Member

Pew Forum on Educational Reform 1991-1996 Lilly Foundation, Family/School Partnership Initiatives 1991-1993 Evaluation Team National Center for Restructuring Education, 1991-1994 Schools and Teaching Teachers College, Columbia University Advisory Board

Center for Collaborative Education, New York City 1990-1993 Advisory Board Member Narratives of Adolescent Women 1989-1990 Carol Gilligan, Principal Investigator Consultant, Boston Foundation Plays for Living 1989-1990

Project on Adolescence

Valentine Foundation 1989-1990 Project on Adolescent Females Consultant Philadelphia Schools Collaborative 1988-1992 Comprehensive High Schools Project Consultant Community Schools Project Evaluation Panel 1988-1992 Bruner Foundation New York, New York Pennsylvania State Department of Education, Advisory Group 1988-1989 Successful Students' Partnership Program - Dropout Prevention House of Ruth, Battered Women's Shelter 1988-1989 Baltimore, Maryland Evaluation Consultant Women Against Abuse, Vice President 1988-1989 Board of Directors


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National Clearinghouse for Battered Women Defendants 1987-1989 Board of Directors, Chair, Research Committee Ford Foundation 1987 Study group on the male role in adolescent pregnancy and parenting New York, New York National Committee for Citizens in Education 1987-1991 Baltimore, Maryland Parent Empowerment Project, Evaluation Consultant National Coalition of Advocates for Students 1987 Boston, Massachusetts Dropout Prevention Project, Consultant Hispanic Dropout Prevention Collaborative 1987-1988 Philadelphia School District Ford Foundation and Hunter College, Evaluation Consultant Designs for Change 1987-1988 Chicago, Illinois Student Placement Standards and Practices Project Consultant West Philadelphia Collaborative 1986-1989 "Bridging the Gap" Consultant Pennsylvania Coalition on Domestic Violence 1987-1988 Philadelphia, PA Board Member Child Support Project 1987-1988 Philadelphia, PA Board Member A Study of Battered Women: Coping, Mental Health 1987 and Empowerment as Social Processes Boston, Massachusetts

PEER Adolescent Pregnancy and Dropout Project 1987-1989 Washington, D.C. Advisory Board Member

Educational Equity Concepts, New York City 1987 Female Dropout Prevention Project Advisory Board Member Citizens Committee on Public Education in Philadelphia 1986-1987 Advisory Board Member School District of Philadelphia 1985-1987


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Desegregation Unit, Consultant Research and Evaluation Unit, Consultant School District of Philadelphia 1985-1987 Equity in an Era of Diversity Staff Development Workshop Coordinator Children's Defense Fund, Washington, D.C. 1985-1987 Teen Pregnancy Project

Hunter College and the Coalition of 100 Black Women 1985-1986 Career Explorations '85, Evaluator Advocates for Children of New York 1985 Special Education and Dropping Out of High School Project Urban Institute, Washington, D.C. 1985 Victims' Response to Rape Project St. Peter's College 1985 Public Policy Program, Evaluator New York City Mayor's Commission on Vietnam Veterans 1984-1985 Needs Assessment Advisory Committee Member Evaluation Researcher on Employment Initiative Cornell University, College of Human Ecology 1983-1986 Advisory Council Member Women and Disability Awareness Project 1983-1985 Educational Equity Concepts Amalgamated Clothing and Textile Workers Union 1983 Worker Participation Project Reproductive Rights Media Network 1983 National Council of Jewish Women 1982-1983 Adolescent Girls and Juvenile Justice Project, Evaluator Committee for Abortion Rights and Against Sterilization Abuse 1981-1983 New York State Endowment for the humanities Project: Trade Unions and Reproductive Rights Issues, Evaluator Argus Learning for Living Center, South Bronx, New York 1981-1983 Evaluation Design Consultant Huntington Associates, Inc., New York, New York 1980-1981 Delinquency Prevention Project, Evaluator International Ladies Garment Workers' Union 1980-1981 Occupational Alcoholism Project and Management Information System


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District 65, Distributive Workers of America, UAW 1980-1981 Early Intervention for Disabled Workers Project, Evaluator Community Services Society of New York 1979-1980 Working Women's Resource Center Project Youth Employment in New York Project 1976-1977 New York City Day Care Project, Sampling Consultant Economic Development Council High School Self Renewal Project, Evaluator

Research Positions Research Associate, International Policy Research Institute 1985-1988 New York, New York Research Director, Industrial Social Welfare Center 1979-1981 Columbia University School of Social Work, New York Research Associate, Vietnam Era Research Project 1976-1979 Center for Policy Research New York, New York Professional Memberships American Educational Research Association American Psychological Association, Fellow - 1989

Division for Personality and Social Psychology Society for the Psychological Study of Social Issues,

Elected Executive Council Member 1984-1987, Fellow 1989 Psychology of Women Division, Fellow 1989 Society for the Psychological Study of Lesbian and Gay Issues

Association of Women in Psychology Editorial Consultant Psychology of Women Quarterly: Qualitative Consultant 2015- Women’s Studies Quarterly 2005-present Journal of Adolescence Research 2005-present Feminism and Psychology 2004-present ASAP, SPSSI online journal 2003-present Fine & Maracek (Editors), Qualitative Studies Series. NYU Press. 1999-present Editorial Board, Urban Review 1992-present Editorial Board, Educational Theory 1991-present Advisory Board, Philadelphia Writing Project 1989-1990 Editorial Board, Feminism and Psychology 1989-present


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Associate Editor, Journal of Disability Policy Studies 1989-present


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Elisa Alvarez

Philosophy

I believe the success of a school and district is measured by the implementation of a well-balanced instructional system that meets the educational needs of all students. Students at all levels of development need to experience educational success through quality programs that challenge their c1bility and in return develop critical thinking skills. A balanced program must take into consideration the economical demands placed on school systems and members of the school community. Financial accountability through creative thinking, problem solving, and community partnerships must be a priority for all school administrators.

Summary of Qualifications

Seasoned educational leader with successful track record of attaining and exceeding established goals. Possess strong organizational, communication, interpersonal, and management skills. Able to integrate instructional and student support initiatives into a cohesive vision and plan. Have comprehensive understanding of educational practices, school improvement strategies, data, and resource management.

Successful experience leading and serving underperforming community schools and districts in

becoming transformational, equitable and in maximizing opportunities for all students. Proven

commitment to student growth, development, and academic excellence. Responsible for over 11,000

students, 100 staff members and monitored school budgets more than $50 million. Led City-wide and

Districts in the development of policies and programs that challenged and motivated students toward

lifelong achievements and enhanced positive educational experiences. Focused on the five domains

that promote a Framework of Great Schools such as Trust. Effective Leadership, Supportive

Environment, Rigorous Instruction and Collaboration of Teachers to provide the tools and confidence

required to build a successful school district.

Notable Achievements

• Increased student achievement in the first year by 90%

• Elevated the District's ranking city-wide by two levels

• Improved State designation in four out of six schools resulting in a rating of good standing

• Improved student outcomes for all students including students who are speakers of other

languages and students with disabilities

• Created district-wide opportunities for girls to develop computer science 21st century skills

• Established partnerships with Lincoln Center and The New York Historical Society

• Received a $1.2 million grant from New York University for Early Reading Literacy Intervention

• Wrote and procured grants to build Community School and Charter School Partnerships

• Featured on EdCast: A Visionary Collaboration

• Speaker for the National Scholastic Literacy Summit: Leadership Learning Supports

• Featured as a pioneer in teacher leadership by Eskolta Research Article: Teacher Leadership in

District 7: Leveraging District Partnership

• Bilingual Spanish translator for the Family Court in Manhattan

Education

Sage College, Albany, New York

Doctorate of Education SP23

Touro College, New York, N.Y.

Master of Science -School Administration & Supervision (SDL)

Hunter College, New York,

Master of Science- Special Education Bilingual (Spanish)

Lehman College, Bronx, N.Y. Bachelor of Science Concentration Psychology


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(b) (6)

Professional Background

Mentoring Aspiring Principals, New York Leadership Academy, New York 2012-2013 • Responsible for mentoring aspiring principals to meet standards In various categories such as:

guiding the aspiring leader to possess working knowledge of current curricular Initiatives,

Approaches to content and differentiated Instructional design, understanding and ability to

articulate and Implement strategies and evaluate effectiveness.

NYSED Office of Bilingual Education and World Language

Associate Commissioner 2020-Present • Under the auspices of our Deputy Commissioner, responsibilities are to lead and advocate on behalf of the work

which will impact our English Language Learners as identified in the Chancellor’s Regulation Part 154 for all

districts in the State of New York • This role is to protect the Civil Rights of English Language Learners by designing and executing policy

and systemic initiatives that significantly increases services for English Language Learners and their families

for the State of New York.

• To ensure that my office provides support and technical assistance to districts, charter schools, non-public

schools and other organizations in the development, implementation and evaluation of programs for

English Language Learners, Multilingual Learners as well as to foreign language students within the initiatives

of the State’s P-16 continuum.

• Oversee and lead the Federal Title III audits and Part 154 regulatory reviews for district’s statewide

to ensure educational equity for English Language Learners.

New York City Department of Education

Executive Director of Differentiated Learning; Division of Multilingual Learners Central Office 2019-2020

• Responsible for developing and implementing Innovative models t o support English/Multilingual

Instruction for all learners.

• Responsible for leading the Implementation of special education initiatives for English/Multilingual

Learners, with a focus on supporting Borough/Citywide Offices, districts and schools with this

implementation.

• A member of the Research, Development and Innovation Team, responsible for ensuring that our

multilingual learners, receive the high-quality, rigorous learning opportunities and targeted support they

need to thrive in college and career.

• Develop and sustain internal and external partnerships to support the creation and research for

supportive materials in becoming impactful levers in student a c h i e v e m e n t s .

• Utilize all relevant data such as declassification of ELLs/MLLs from special education programs,

suspension data, and timely High School graduation rate, to triangulate with the goal being to find

patterns in need of support

Senior Advisor of Professional Development and Instruction for the Division of English

Language Learners-Central Office 2018-2019 • As the Senior Advisor, I provide guidance on leading the production of grade level and content specific

curricular materials, resources and supports across the core content areas of Math, Social Studies,

Science, and English Language Arts.

• I am responsible for strategically coordinating across the Division of English Language Learners and

Student Support and the DOE to design innovative programs for English Language Learners with

disabilities.

• Provide direction and guidance to all stakeholders in developing and refining their instructional focus

and plans for English language learners. I also serve as a key advisor to all senior management

personnel, and all other stakeholders to set instructional policy for schools.

Community Superintendent District 7, Bronx, NY 2015·2018 • Led the overall operations of all 26 schools including two freestanding Pre-K sites servicing over

11,000 students. Responsibilities included conducting principal APPR evaluations, appointing

principals, granting tenure for principal, assistant principals and teacher tenure decisions.

• Orchestrated the implementation of Mayoral and New York State Initiatives to address the achievement

and equity gap including Single Shepherds Guidance Program, Universal Pre-K program for 3 and 4-

year-old students.

• Recipient of grants such as My Brother's Keeper and the Family Challenge Grant totaling over

· $400,000. Received the NYU Early Literacy Grant of $1.2 million and Robin Hood Library grants to

support instructional programs in the schools.


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• Communicated Department of Education policy to all school leaders and the public in order to ensure

clear understanding of relevant laws, regulations and Framework for Great Schools.

• Held monthly consultations with all CSA, UFT and DC37 union representatives to discuss district wide

policies and contractual matters.

• Worked closely with the Committee of Education Council comprised of elected parent representatives

to promote district-wide student achievement, rigorous educational program, and coherent policies


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• Collected, analyzed and evaluated multiple sources of data in order to set district-wide priorities,

forged strategic partnerships and provided school leaders with differentiated coaching to shape the

district's values, vision and goals.

• Established and maintained a platform for all monthly principal and assistant principal professional

learning conferences focused on topics such as Data Wise Improvement Process, data driven

Instruction, Danielson Framework for Teaching and Principal Professional Leadership Standards.

Supported teacher Instructional leadership development through evidence-based programs such as

Teacher Career Pathways and New Teacher Center Mentoring.

• Credited, implemented and supported district-wide instructional initiatives in mathematics, early

childhood literacy, literacy for the middle school scholar, social-emotional learning, special education

(Integrated co-teaching model) in order to improve teacher effectiveness and student performance.

Strategically organized the targeted needed support for each school with the support of district

specialists and the Directors of Field S u p p o r t .

Principal, KAPPA III, Middle School, Bronx, New York 2006-2015 • Served as a dedicated, resourceful instructional leader with a proven ability to create, monitor policies

and practices that promoted a safe learning environment; ensured a school culture that encouraged

continuous improvements for teachers and students; developed an environment that reinforced open

communication with colleagues, students and the community.

• Designated by the New York State Education as a model school for inclusion and earned the

recognition as "Closing the Achievement Gap".

• Received various city honors such as identified a "Respect for All School” as our goal was to promote

tolerance and acceptance.

• Maintained the NYS designation as a School in Good Standing for ten years. Maintained the NYC rating as

an "A" school and Quality Review rating as Highly Effective for overall performance.

Assistant Principal, KAPPA III, Bronx, New York 2005-2006 • Facilitated and developed the instructional curriculum for ELA for grades 6, 7 and 8. Supervised the

Special Education Department, which involved training teachers to develop effective Individualized

Educational Plans.

• Served as Testing Coordinator for all students, with special attention on the modifications for Special

Education Students and English Language Learners to meet New York State requirements.

• Monitored all student data including the growth of struggling students with special attention to the

English Language Learners, Students with Disabilities and Economically Disadvantaged Students.

Sustained the school-wide positive behavioral supports along with college and career opportunities for

all students.

Special Education Instructional Support Specialist. Bronx, New York 2003-2005 • Developed and coordinated the Network literacy initiatives, including regionally developed and school -

reform programs.

• Facilitated, as a capacity builder for departments of language arts, early childhood, staff developers K-

12 and Special Education Providers.

• Engaged in writing and reviewing grant proposals for special education related f u n d i n g .

United Federation of Teachers-Teacher Center Specialist, Bronx, NY 2001-2003 • Presenter for District 7 Schools, Citywide workshops and conferences.

• Developed ongoing series for topics such as: English as a Second Language, Effective Instructional

Strategies including Modifications for Special Education Needs, Cooperative Learning, and Balanced

Literacy.

• Facilitated Leadership Teams to develop educational plans for schools including Comprehensive

Educational Plans.

• Organized and presented parent workshops/seminars to promote literacy and mathematics.

Staff Developer for Special Education Teachers Bilingual (Spanish), Bronx, NY 2000-2001 • Responsible for District 7 Special education programs (Elementary, Middle School and High School)

Provided on-site staff training for District 7's Inclusion Program (Integrated Model)


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• Responsible for demonstrating delivery of best practices; district wide workshops primary focus on

Inclusion and Bilingual Services.

• Coordinator of Super-Start Plus pre-school and SEIT (Special Education Itinerant Teacher) program.

Representative on the Committee of Pre-School Special Education.

Collaborative Team Teacher/Special Education Teacher, Bronx, New York 1998·2000 • Organized and implemented equitable instruction based on the first ever Inclusion Program for District

7.

• Worked collaboratively with related services providers to coordinate curriculum objectives in all

content areas.

• Gathered and maintained all student data for pilot program including levels of achievement established

in each students Individualized Educational Plan.

Special Education Teacher/Resource Room Specialist, Lead Teacher

Jonathan D. Hyatt, P.S. 154, 333 East 135th Street 1991·1998

• Modeled and Articulated with Special Education classroom teachers to establish appropriate

individualized goals in all content areas.

• Provided crisis management for the Special Education Department.

• Participated In Educational Planning Conferences and District Level Reviews.

• Served as a Liaison for the Committee on Special Education and Office of Special Education.

• Integrated W11ole Language Philosophy with traditional reading and writing p r o g r a m s .

• Developed literature based lessons to provide readers with stronger literacy skills.

• Implemented lessons in content areas to develop language skills for English Language Learners.

• Utilized the individualized Educational Plan to develop and implement lessons in all content areas to

achieve goals set for each child.

Professional Credentials

NEW YORK STATE SCHOOL DISTRICT ADMINISTRATOR

NEW YORK STATE SCHOOL ADMINISTRATION AND SUPERVISION

NEW YORK STATE PERMANENT PUBLIC SCHOOL TEACHER OF SPECIAL EDUCATION NEW

YORK STATE PERMANENT PUBLIC SCHOOL TEACHER FOR BILINGUAL EDUCATION

References

AVAILABLE UPON REQUEST


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MARYBETH CASEY

EDUCATION Master of Science, Education - Sage Graduate School, Troy, NY 1997 Bachelor of Science, Economics - State University of New York at Albany 1984 CREDENTIALS AND LICENSES New York State - Permanent Certification - Elementary Ed. Grades N-6 Vermont State Educator’s License Level II – Endorsement 01 – Grades K-6

EXPERIENCE AND EMPLOYMENT Assistant Commissioner, Curriculum Instruction and Early Learning Feb. 2020-Present Director, Office of Curriculum Services May 2018- Feb 2020 New York State Education Department Leadership and Administrative Experience P-12 Responsible for the oversight and administration of the offices of Curriculum and Instruction, Early Learning, Education Design and

Technology and Career Technical Education (CTE) employing over 50 staff members. Major Office Initiatives and Responsibilities:

Development of draft policy and regulation related to P-12 programming in all academic and Career and Technical subject areas

Revision, adoption and rollout of learning standards including the Next Generation ELA and Mathematics standards, the NYS P-12

Science Standards, the NYS P-12 Arts Standards, the NYS P-12 Physical Education Standards and the NYS K-12 Computer Science and Digital Fluency Standards.

Professional development guidance and resources disseminated statewide to facilitate the implementation of high-quality curriculum and instruction aligned to the state’s learning standards

Oversight of the NY State CTE program approval process to insure equity and access to high quality CTE opportunities for NYS students

Development of the Carl D Perkins V Plan resulting in $56 million in funding to support Career and Technical Education in both secondary and post-secondary programs in NY

Administration of several federal and state grant programs including 144 New York State Teacher Centers, MSP Title IID, Learning Technology Grant, E-Rate, Smart Schools Bond Act, Extended Math Access Program and Smart Start, Universal Pre-K, Extended

Full Day Pre-K

Associate in Education Improvement Services July 2006 – May 2018 New York State Education Department, Office of Curriculum and Instruction Leadership and Administrative Experience P-12:

Provide statewide leadership in the area of P-12 program and diploma requirements

Develop statewide resources for publication on graduation and diploma requirements

Present at regional and statewide training and conference events

Advise and support senior managers including the Commissioner, Deputy Commissioner and Board of Regents on policy and regulation regarding P-12 program and graduation requirements

Advise and support content area specialists in the development and adoption of NY State learning standards and curricular resources for English language arts, mathematics, science, social studies, health, arts, physical education, and languages other than English

Serve as the state director of the National Schools to Watch program, reviewing applications, training, fielding and leading site visitation teams, collaborating with statewide partnerships to sustain and promote the New York program.


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Facilitate and lead the Statewide Network of Middle Level Liaisons who act as Department Advisors and network representatives for Middle Level practitioners across the State: Key accomplishments include providing strategic planning for a new governance

structure to enable sustainability and self-governance.

Act as Office of Curriculum liaison to Staff and Curriculum Development Network (SCDN), the New York State Middle School Association, the National Forum to Accelerate Middle Grades Reform.

Served on a sub-committee under the direction of the Office of Higher Education regarding various initiatives connected to the Race to the Top (RTTT), including review and comment on RTTT Part D – Great Teachers Great Leaders Round 1 and 2 applications,

Teacher Standards work group. Performance Assessment work group, Content Specialty Test work group.

Provide ongoing technical assistance on various curriculum and instruction related topics including; Commissioners Regulations (CR) Part 100 – K-12 instructional requirements, CR 80.5-12 –Experiment in Organizational Change, Regents Policy on Middle Level

Education Models A, B and C

Review of various grant applications including but not limited to the Title IID Math Science Partnership (MSP) Program, Title IID MSP Statewide Evaluator RFA, Learning Technology Grants (LTG), Excelsior Scholars Grants

Draft required policy and regulatory documents as a result of Board of Regents action including but not limited to regulatory express terms, regulatory impact statements, Regents cover items and memos

Classroom Teacher 1996 – July 2006 Averill Park School District - Grades K and 3 (2003-06) Bennington School District -Grades K and 1 (1998-03) Troy City School District -Grade 1 (1997-98) Hudson Valley Community College Summer Education Program–Grades 1-8 (1996-2005)

Taught all common branch subjects in various grade levels K-3:

Designed and implemented instruction based on the New York and Vermont state learning standards and local curriculum guidelines

Differentiated instruction and assessment for various subgroup populations including students with disabilities and English language learners

Managed technological resources and integrated technology into everyday instructional programming.

Planned and implemented a newly designed full day kindergarten program utilizing a balanced literacy approach to teaching and learning

Implemented a guided reading based small group instruction model in grades K and 1 resulting in significant gains for struggling sub group populations in my classroom

Taught Educational Technology Applications to grades 1-8 at Hudson Valley Community College’s Summer Education Program Leadership Experience Mentored various teacher candidates from the College of St Rose and the Massachusetts College of Liberal Arts as student teachers

in my classroom

Acted as grade level teacher leader, coordinated and facilitated team meetings, worked on curriculum writing and mapping work groups and supported colleagues as a teacher mentor.

Provided professional development in the use of assistive technology for Special Needs students, guided reading and the use of learning centers in an elementary classroom

BUSINESS AND INDUSTRY EXPERIENCE

1991-1993 Fleet Norstar Bank Corporation (dba) Bank of America – Employee Benefits Consultant 1986–1991 Fleet Norstar Bank Corporation (dba) Bank of America - Corporate Trust Officer 1984-1986 Key Trust Company - Corporate Trust Administrator


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Management Experience

Managed the Albany Corporate Trust Office for Fleet Norstar Bank Corporation now doing business as Bank of America

Reviewed proposed new business documentation for administrative and procedural and fiscal feasibility

Evaluated draft trust documentation, reviewed, commented and approved changes to same

Trained and supervised personnel as well as developed all office procedures Administrative Experience

Administered a large group of sensitive trusteeships representing a potential liability of approximately $40 million to the Trust Company

Researched and implemented new procedures for the automation of manual tasks Coordinated the purchase, processing and delivery of financial securities Called on clients to evaluate satisfaction and account restructuring Analyzed departmental fees, coordinated fee revisions and developed departmental budgets Analyzed Employee Benefits Statements and initiated payments of annual and lump sum payouts

COMMUNICATION AND TECHNOLOGICAL SKILLS Excellent written, oral, communication and presentation skills

Proficient in Microsoft Office products, online conferencing products, Zoom, Webex, MS Teams.


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KATHLEEN R. DeCATALDO, ESQ.

PROFESSIONAL EXPERIENCE

Assistant Commissioner, Office of Student Support Services

New York State Education Department, Albany New York

Responsible for the Office of Student Support Services which promotes school improvement by focusing on social and emotional development and learning through programs, services and activities related to the Dignity For All Students Act, Pupil Personnel Services, Student Health and Wellness, Expanded Learning Opportunities, Social Emotional Learning (SEL) and Mental Health, School Climate and Safety, & Alternative and Incarcerated Education,

Responsible for the Office of Child Nutrition which provides oversight of the federal National School Lunch and School Breakfast Program, Summer Food Service Program and numerous state level child nutrition programs for School Food Authorities throughout the state.

Executive Director New York State Permanent Judicial Commission on Justice for Children, Albany, NY January 2007 – Present

Develop and implement the Commission’s agenda Direct the study of critical issues impacting at-risk and court-involved children and their outcomes in court and

o Recommend and advocate for legislative, administrative and other reforms to improve judicial, child welfare, juvenile and criminal justice and education systems response to at-risk children

o Develop and present materials, training aids and trainings to enhance judicial and other professionals’ knowledge and understanding of issues regarding children involved with the court system

Represent the Commission and advocate for the Commission agenda at speaking engagements, trainings and national and state forums

Design, organize and convene multisystem conferences and trainings of state and national judges and justice system stakeholders, including school officials, advocates and community members

Seek and obtain grant funding from private philanthropic and government entities to support Commission activities

2016 recipient of the New York State Bar Association Howard A. Levine Award for excellence in child welfare and juvenile justice

2016, recipient of the New York City Police Department School Safety Partnership Award for her work on the Mayor’s Leadership Team on School Climate and Discipline

Member of: o New York State Governor’s Children’s Cabinet (2008-2010) o New York State Child Welfare Improvement Project Collaborative Team o New York State Education Department’s School Safety Task Force o New York Initiative for Children with Incarcerated Parents Steering Committee o New York State Coordinating Council on Children with Incarcerated Parents o New York City Task Force on School-Justice Partnerships o New York City Mayor’s Leadership Team on School Climate and Discipline, School Safety Working

Group Co-Chair o New York City Family Court Administrative Judge’s Advisory Council o Appellate Division 3rd Dept. Attorney for the Child Training Advisory Committee o National Governor’s Association Learning Network on Youth Transitioning Out of Foster Care

Assistant Deputy Counsel - Director of Legislation and Special Projects New York State Office of Children and Family Services, Rensselaer, NY March 2001 – January 2007


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Responsible for drafting, passage or approval and developing implementation strategies for Agency legislative and regulatory agenda for all activities within the areas of responsibility of OCFS, including chief author of the 2005 PINS Diversion and Permanency Laws as well as other child welfare, PINS and juvenile justice initiatives

Prepared legal opinions and developed implementation strategies in support of special projects and new initiatives Conferred and consulted with the Governor’s Office, state and federal representatives, stakeholders and advocates

to advance the State agenda and Agency mission Served as Agency FOIL Records Access Appeals Officer. Appointed by U.S. District Court for the Eastern District of NY as the State representative to the Nicholson

Review Committee arising from the Nicholson v. Scoppetta litigation 2001-2004 Co-chair of the Adoption Now! Multidisciplinary Workgroup from 2001-2007 Chair of the Statewide Multidisciplinary Termination Barriers Project Developed and presented statewide video and in-person training programs on various topics regarding child

welfare and juvenile justice, including designing website access to new laws and training materials Designed and convened Statewide Sharing Success Conferences for Judicial and Child Welfare practitioners 2006 recipient of the Office of Children and Family Services Commissioner’s Award for Merit

Family Court Judge Schenectady County Family Court, Schenectady, NY May 2000 – December 2000

Presided over daily calendar of both pending cases and intake in all proceedings including termination of parental rights, neglect, abuse, PINS, juvenile delinquency, adoption, custody and visitation, Article 8 family offenses, and ex parte applications for orders of protection and support

Presided at trials in all proceedings Served as a member of the Schenectady County Permanency Planning Board

Partner DeCataldo and DeCataldo, Schenectady, NY October 1994 – May 2000

Partner and co-founded law firm Practiced in Family Court, matrimonial and public sector labor relations Served as Law Guardian in Schenectady and Saratoga Family Courts Family Court litigation experience included termination of parental rights, neglect/abuse, PINS, JD, custody,

visitation, adoption and support matters Experience in Family Court domestic violence related proceedings representing children and victims in failure to

protect proceedings, family offense and support and custody matters; alleged batterers in neglect and abuse and family offense proceedings

Trial, motion and appellate practice experience Represented police and firefighter unions in all phases of labor relations, including grievances, PERB,

disciplinary and interest arbitrations, negotiations and litigation Pro bono attorney - Domestic Violence Legal Connection; participant in training regarding representation of

victims of domestic violence and failure to protect proceedings Niskayuna Zoning Board of Appeals member

Town Supervisor, Elected Town of Niskayuna, Niskayuna, NY 1998 – 1999

Chief administrative and financial officer of Town with $8 million dollar operating budget Presided over town meetings; represented town at local, county and state functions

Associate Grasso and Grasso, Schenectady, NY 1989 – 1994

General practice of law with emphasis in public sector labor relations representing police and firefighter unions and Family Court practice

Litigated before courts, administrative tribunals, arbitrators and hearing officers Successfully litigated multi-million dollar indemnification claim

Associate Law Offices of John T. Hamilton, Jr., Delhi, NY 1988 – 1989


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General practice of law with emphasis in Family Court Practice ADMITTED

New York State - January 1989 United States District Court – Northern District of NY, June 1989 EDUCATION

Albany Law School of Union University, Albany, NY May 1988 Juris Doctor State University of New York – Stony Brook, Stony Brook, NY June 1978 Bachelor of Science in Medical Technology PUBLICATIONS

Special Feature: To Whom It May Concern: Why We Do What We Do—A Family Court Reflection. 50 Fam. Ct. Rev. 8. January, 2012.

Educational Stability: A Strategy to Improve the Well-Being of Children in Foster Care. Schuyler Center for Advocacy & Analysis Newsletter. 2009.

Keeping Kids in School and Out of Court. New York State Bar Journal, January, 2011. (Co-Author with Toni Lang, PhD)

PRESENTATIONS

Ms. DeCataldo has been an invited speaker at numerous forums, conferences and trainings at the national, state and local level on variety of topics throughout her career.


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EMILY K. DESANTIS

WORK EXPERIENCE ASSISTANT COMMISSIONER FOR PUBLIC AFFAIRS NY State Education Department Albany, NY May 2016 to present Serve as Executive Cabinet member and oversee communications activities of 2,600-employee state

agency, including five employees Counsel Commissioner on all communications strategies, including crisis and issues management Oversee special projects related to advancing the priorities of the Board of Regents and

Commissioner, such as the review of graduation requirements in New York State Develop and implement strategic communications plants to inform key audiences – the education

community, stakeholders, the general public, the media, State Legislators and the Executive – of the Department’s initiatives through a variety of communication tools, including stakeholder meetings, social media channels, media events, news releases, newsletters, the website and videos

Oversee and coordinate public feedback sessions for 200 people virtually and in person Participate in, coordinate briefings for and ensure follow up to monthly stakeholder meetings Significantly increased social media presence and positive, proactive media coverage by

developing processes to find good news stories in the agency and promoting them through news releases, social media channels and pitches to reporters

Serve as spokesperson for NYSED, working with local, state, national and industry media as well as editorial boards across the state

Work to ensure NYSED is portrayed positively through media responses, news releases, social media, letters to the editor, key messages, talking points, columns, and other communications

Created and implemented briefing process for preparing Commissioner for speaking events, media interviews and school visits

Instituted promoting Board of Regents members’ events via media advisories and social media Accompany and prepare Commissioner for editorial board meetings, media events and interviews Serve as the agency’s Record Access Office and ensure timely and accurate responses to all agency

FOIL requests working in conjunction with the Office of Counsel and program offices ASSISTANT COMMISSIONER FOR PUBLIC AFFAIRS NYS Dept. of Environmental Conservation Albany, NY Dec. 2015 to May 2016 Served as Executive Senior Staff member and oversaw all communications activities of the 3,000-

employee state agency, including more than 25 employees Developed and counseled Commissioner on all communications strategies, including crisis and

issues management Developed and carried out long-term overall strategic communications plans for the agency as a

whole as well as priority issues and initiatives Served as spokesperson working with local, state, national and industry media as well as editorial

boards across the state on such issues as hydrofracking and water contamination Worked to ensure DEC is portrayed positively through media responses, news releases, social

media, letters to the editor, key messages, talking points and other communications Accompanied and prepared Commissioner for editorial board meetings and media events Developed briefing materials for Governor for news conferences and events on DEC issues Coordinated with the Governor’s press office and operations team as well as other state agencies


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(b) (6)

EMILY K. DESANTIS p. 2 DEPUTY DIRECTOR OF COMMUNICATIONS FOR THE ENVIRONMENT Office of the Governor Albany, NY Sep. 2014 to Dec. 2015

• Directed and oversaw the communications of state environmental agencies, including Dept. of Environmental Conservation, State Parks, Environmental Facilities Corporation and the Adirondack Park Agency

• Served as spokesperson for Governor Andrew M. Cuomo on environmental matters • Worked to ensure Governor Cuomo and state environmental agencies were portrayed positively

through media responses, news releases, social media, letters to the editor, key messages, talking points and other communications

• Prepared governor’s briefings and generated news releases on environmental topics • Collaborated with Governor’s program, press office and intergovernmental staff as well as agency

Commissioners and Executive staff to promote Governor’s programs, policies and initiatives and to manage issues and crises

• Routinely provided strategic integrated communications counsel to state agencies to develop key messages, conduct stakeholder outreach, roll out announcements and interact with reporters

• Reviewed, edited and drafted agency news releases, media event plans, media advisories, fact sheets, letters-to-the-editor and op-ed pieces

• Ensured adequate pitching of agency news conferences and Governor’s news releases • Developed tools to ensure coordination between Governor’s office and state agencies, including

weekly press schedule and media event planning sheets DIRECTOR OF MEDIA RELATIONS NYS Department of Environmental Conservation Albany, NY Jun. 2011 to Sep. 2014 Directed and oversaw all press-related activities of a 3,000-employee state agency, including

supervising all activities of three Albany-based press officers and the media relations activities of nine regional community participation specialists and support staff

Served as chief spokesperson for DEC, working with local, state, national and industry media on such issues as hydraulic fracturing and hurricane response

Provided strategic communications counsel to divisions and regions on high-profile issues and developed announcement rollout plans

Worked to ensure DEC is portrayed positively through media responses, news releases, social media, letters to the editor, key messages, talking points and other communications

Collaborated with Commissioner and Executive staff to manage issues and crises Accompanied and prepared Commissioner for editorial board meetings, media events and

interviews Edited and drafted news releases, media advisories, fact sheets, letters-to-the-editor and op-eds Worked with social media and program staff to position DEC positively and proactively using

social media channels Devised and planned media events throughout the state, including a dozen during Earth Week Ensured adequate pitching of news conferences, news releases and stories to the media Coordinated with the Governor’s press office and other state agencies on important issues


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EMILY K. DESANTIS p. 3 DEPUTY PRESS SECRETARY Office of the New York State Comptroller Albany, NY Jun. 2007 – Feb. 2010; Aug. 2010 to May 2011 Served as spokesperson for State Comptroller Thomas P. DiNapoli on issues including the state

budget; the New York State and Local Retirement System; state agency, school district and local government audits; policy reports; in-state investment programs; and unclaimed funds

Accompanied the Comptroller to editorial board meetings and media events throughout the state Prepared Comptroller’s briefings and talking points for editorial meetings, media events and

interviews Developed and managed strategic communications plans to achieve the goals of the Comptroller Devised and arranged media events throughout New York state Drafted news releases, media advisories, fact sheets, letters-to-the-editor and op-ed pieces Provided reporters with information on the state budget, employee salaries, pensions, expenditures

and contracts Pitched news conferences, news releases and story angles to the media Managed weekly press schedule and additional projects such as Comptroller’s agencywide

briefing binder MEDIA RELATIONS MANAGER Pratt & Whitney East Hartford, CT Mar. 2010 – Aug. 2010 Created strategic communications plans to achieve Pratt & Whitney and Power Systems’ business

goals and to proactively manage company issues and potential crisis situations with a variety of key audiences

Served as spokesperson on companywide issues and the Power Systems’ business to international, national, trade, business and local media

Managed projects and issues encompassing tasks from many communications disciplines Drafted media statements, news releases, Q&A, web content and internal communications materials Prepared talking points, presentations and briefing packages for company executives Pitched story ideas, news releases and interviews to trade, international and US-based reporters Accompanied and prepared executives for media interviews at international trade shows Worked closely with Power Systems’ marketing team to ensure integrated marketing

communications SENIOR ACCOUNT EXECUTIVE, PUBLIC AFFAIRS & PUBLIC RELATIONS Eric Mower and Assoc. Albany, NY Jun. 2004 – Jun. 2007 Devised, planned and implemented strategic communications plans encompassing public

relations, media relations, issues management, community outreach and government relations Drafted client materials including news releases, backgrounders, brochures, fact sheets and

websites Counseled clients in siting projects and managing stakeholder relations Developed and pitched stories to local and national press Planned and implemented public meetings across New York state Wrote client-bylined articles, op-eds and letters-to-the-editor Served as the primary client contact on projects and billing Researched news, issues and opposition Hired and managed interns Served clients in state government, energy, financial services, public policy and healthcare


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EMILY K. DESANTIS p. 4 GRANT MANAGER Girls Incorporated of the Greater Capital Region Schenectady, NY Nov. 2001 – Jun. 2003 Drafted grant that acquired $100,000, the largest sum in the organization’s history Increased grant revenue by 400% in the first year in the position Wrote and distributed press releases Researched and wrote proposals seeking government, corporate and private foundation funding Doubled hits to the website by overhauling the site, including designing and writing content Created and maintained a grant tracking system; prepared program budgets for grant applications

EDUCATION S.I. Newhouse School of Public Communications, Syracuse University

M.S. in Public Relations, 2004 - GPA 3.9 University of Massachusetts, Amherst, MA

B.A. in Journalism, Magna Cum Laude, 2001 Minor: Creative Writing - GPA 3.7 Middlesex University, London, England, Writing and Publishing Studies semester abroad

ADDITIONAL EXPERIENCE VOLUNTEER, Spitzer-Paterson 2006 Albany, NY Aug. 2006 – Jan. 2007 Regional Organizer in Albany for Zimet NYS Senate campaign Coordinated kids’ entertainment activities for the inaugural celebration Worked on special projects, including traveling with Spitzer-Paterson bus tour and driving

photographer; planning primary night party; drafting letters and newsletters; responding to RSVPs Performed community outreach at local events and participated in phone banks and literature

drops

AWARDS & PUBLICATIONS

Pratt & Whitney Eagle Award for leadership and initiative in achieving outstanding results and making a significant contribution beyond what is normally expected in the job, June 2010

Pratt & Whitney Appreciation Award for great work in coordinating an executive presentation, May 2010

S.I. Newhouse School of Public Communications Certificate of Achievement in Public Relations, selected by faculty for outstanding academic achievement and demonstrating promise in the field of public relations, April 2004

Communications Award in Media Placement, from Girls Incorporated National, March 2003 “A Little Place Called Chiapas.” (1999). Willing Wordswork – a campus-wide collection of admired

student writing selected by faculty committee – University of Massachusetts, Amherst, MA


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HOWARD T. EVERSON

OFFICE ADDRESSES

Center for Technology in Learning Graduate Center, City University of New York

SRI International Educational Psychology Program

333 Ravenswood Avenue 365 5th Avenue

Menlo Park, CA 94025-3493 New York, NY 10016

TEL c) or 650-859-5223 (o)

E-MAIL:

EDUCATION

Executive Leadership Program, Columbia University, Graduate School of Business, 2000

Ph.D., Graduate School & University Center, City University of New York, 1985, (Educational

Psychology), Advisor: Sigmund Tobias.

M.A., Montclair State College, 1975 (Teacher Education).

B.A., Brooklyn College, City University of New York, 1972, (Psychology).

CERTIFICATES

New York State License in Psychology (#009845).

SCHOLARSHIPS & FELLOWSHIPS

New York State Vietnam Veterans' Scholarship, 1971.

Psychometric Postdoctoral Fellowship, Educational Testing Service, 1991-92.

ACADEMIC APPOINTMENTS

Visiting Professor of Educational Psychology, Graduate Center, CUNY (2009-Present, Courtesy)

Professor of Psychology, Fordham University (2006-2009)

Visiting Research Scientist, Institute for Urban and Minority Education, Teachers College,

Columbia University (2001-2003)

Teachers College, Columbia University (adjunct professor, Educational Measurement Program

(1999-2004)

Fordham University, Graduate School of Education (adjunct professor, Educational Psychology

(1998-1999)

COURSES TAUGHT

Undergraduate: Cognitive Psychology, Educational Psychology, Introductory Psychology, and

Statistics.

Graduate: Factor Analysis, Multivariate Statistics & Quantitative Methods, Program Evaluation,

Psychometric Theory, and Research Design, Cognition & Assessment, Issues in Large Scale

Testing & Curriculum Design.


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(b) (6)(b) (6)

VITA OF H.T. EVERSON p.2

RESEARCH INTERESTS

Applications of measurement principles to education, psychometrics, cognition and learning,

program evaluation, training, survey design, curriculum design and instructional research.

EMPLOYMENT

2018-Present Senior Research Scientist, Center for Education Research & Innovation, SRI

International, Menlo Park, CA.

2016-2018 Director, Assessment Research & Design, Center for Technology in Learning,

SRI International, Menlo Park, CA.

2012-2015 Director, Center for Advanced Study in Education, Graduate School &

University Center, City University of New York.

2009-Present Professor(Visiting) of Educational Psychology, Graduate Center, CUNY.

2009-2012 Senior Research Fellow. Center for Advanced Study in Education, Graduate

School & University Center, City University of New York.

2006-2009 Professor of Psychology (Psychometrics), Fordham University.

2006-2012 Senior Research Scientist, American Institutes for Research. Provide

leadership and technical direction to the NAEP Education Statistical Services

Institute (NESSI).

2005-2006 Founding Executive Director, American Institutes for Research, NAEP

Education Statistical Services Institute, Washington, DC. The Institute

provides technical support to the National Center for Education Statistics

through the design and conduct of a variety of technical studies, reviews, and

other advisory activities.

2000-2005 Vice President for Academic Initiatives, College Board. Advised the President

of the College Board on matters related to the academic integrity of the

College Board's programs and initiatives, including the SAT, the Advanced

Placement program, the Minority High Achievement Task Force, the R&D

agenda, as well as other education reform efforts of the College Board.

1997-2001 Vice President for Teaching and Learning, College Board. Lead the newly

formed Teaching and Learning Division, which included the Advanced

Placement program (AP), Equity 2000, the Pacesetter English and

Mathematics Program, the Office of Academic Affairs, and the Office of

Research & Development.

1992-2005 Chief Research Scientist, College Board. Responsible for advising the

President of the College Board on the research and development agenda in

support of College Board programs.

1991-1992 Research Fellow, Educational Testing Service, Princeton, NJ.

Member of the Model-Based Measurement Group in the Psychometric

Division.

1985-1991 Director of Research & Assessment, Office of Academic Affairs, City

University of New York.

1979-1985 Investigator, U.S. Dept. of Education. Office for Civil Rights. Conducted civil rights compliance studies of major universities and colleges

throughout the U.S.


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1973-1976 Director, Veterans Upward Bound Program, College of Staten Island, City

University of New York. Directed a program for Vietnam-era veterans

returning to college.

EDITORIAL RESPONSIBILITIES

Editor-in-Chief, Educational Measurement: Issues & Practice. 2016-Present.

Editor, Newsletter for Educational Psychology, American Psychological Association, Division of

Educational Psychology, 1991-1994

Guest Editor, Anxiety, Stress and Coping: An International Journal Special section on relationship

between affect, cognition and performance, 1995

Associate Editor, Instructional Science, 1993-1998.

Editorial Board, The College Board Review, 2000-2005.

Editorial Board, Teachers College Record, 2001-Present

Consulting Editor/Reviewer

Educational Assessment

Educational Measurement: Issues & Practice

Educational Research Quarterly

The Educational Psychologist Frontiers in Psychology

Instructional Science Issues and Methodologies in Large-Scale Assessments

Journal of Educational Measurement

Journal of Educational Psychology

Multivariate Behavioral Research

Psychological Methods

ADVISORY BOARDS & COMMITTEES

American Educational Research Association, Program Chair, Cognition and Assessment Special

Interest Group, 2012.

American Psychological Association, Division of Educational Psychology, Chair,

Program Committee, 1994.

American Psychological Association, Division of Evaluation and Measurement,

Executive Committee, 1997-1999.

American Psychological Association, Division of Evaluation and Measurement,

Committee on Testing & Assessment Issues, 2005-2008.

American Psychological Association, Division of Educational Psychology,

Executive Committee, 1999-2001.

Blue Ribbon Panel (Chair), New York State Commission on Alternative Schools, 2001-02.

Commission on the Future of the Advanced Placement Program, College Board, 1999-2001.

Department of Defense Language Testing Advisory Board, (Chair) 2005-Present.

Educational Testing Service. Advisory Panel on Research, 1998-2001.

Evaluation Center at Teachers College, Columbia University, Advisory Board, 2000-2005.

International Test Commission, Program Committee 1998-1999.

National Center on Education and the Economy, (Co-Chair) Technical Advisory Panel,

2009-Present.

National Collegiate Athletic Association, Advisory Panel on Research, 1997- Present.

National Study Group for the Affirmative Development of Academic Ability, 2003-2009.

National Theatre Workshop for the Handicapped (2000-2009). New York State Regents Examination, (Co-Chair) Technical Advisory Panel, 1998-Present.

New York State Regents Standards of Learning Review Committee, 2008-Present.


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Pathways to College Network, Research Advisory Panel (2003-2006)

Research Advisor to the Advanced Programs Initiative in New Mexico (2010-2013)

University of New Mexico External Professional Advisory Committee, 2014.

ELECTED OR APPOINTED OFFICES

President, American Psychological Association, Division of Educational Psychology 1999-2000.

National Council of Measurement in Education, Program Co-Chair, 2002.

National Council of Measurement in Education, Board of Directors, 2019-2022.

Elected Fellow, American Psychological Association

Elected Fellow, American Educational Research Association

PROFESSIONAL SOCIETIES

American Association for the Advancement of Science

American Educational Research Association

Division on Learning and Instruction (C)

Division of Educational Measurement & Statistics (D)

American Psychological Association

Division of General Psychology (1, Fellow)

Division of Evaluation and Measurement (5)

Division of Educational Psychology (15)

Division of Sports Psychology (47)

Division of International Psychology (52)

American Psychological Society

American Statistical Association

Cognitive Science Society

International Council of Psychologists

International Test Commission

National Council on Measurement in Education

Psychometric Society

GRANTS & CONTRACTS

U.S. Office of Education (1972-75): College Prep Program for Vietnam-era Veterans.

National Institute of Education (1981): Study of the interaction between test anxiety and attention.

U.S. Dept. of Education-FIPSE (1988-89): Study of computers and college writing.

Ford Foundation (1990-91): Support for CUNY's Skills Immersion Programs.

Faculty Research Award-CUNY (1990-91): Detecting item bias.

Carnegie Corporation (1997-99): EQUITY 2000 Mathematics Assessment Development.

General Electric Foundation (1998-00): Longitudinal Study of EQUITY 2000. MacArthur Foundation (1999-01): Longitudinal Study of EQUITY 2000.

Evaluation of Fordham University’s Learning Anywhere Anytime Project (FIPSE), (2000-2005).

American Educational Research Association, Post-Doctoral Mentoring Program, 2001-2003.

GE Fund, Mathematics Program Development Grades 6-12, 2001-2003.

National Science Foundation (2003-2005). Co-Principal Investigator, Redesign of Advance Placement Biology Course and Examination.

Ivy League Council (2006-2009). Principal Investigator, Study of Ivy League’s Academic Index.

National Center on Education & the Economy (2012-2015). Principal Investigator, Board Examination System Cut-Score Study.

Charles A. Dana Center, University of Texas, Austin (2012). Principal Investigator. PARCC Mathematics Prototype Pilot Study.


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New York State Education Department. Principal Investigator, Race to the Top Evaluation Initiative, 2013-2015.

EDUCATION & PSYCHOMETRIC CONSULTING

Agile Mind, Inc.

American Councils for International Education

Assessment & Evaluation Research Initiative, Teachers College, Columbia University

BrainQuake, LLC Games for Learning & Assessment

Center for Youth (CFY).

Consortium for Research and Evaluation of Advanced Technologies in Education,

(CREATE), New York University

Educational Records Bureau (ERB).

Ivy League Council

J.F Maddox Foundation, Hobbs, New Mexico Lucas Education Research Group

Manpower Development & Research Corp (MDRC).

National Center on Education & the Economy

National Collegiate Athletic Association

New York City Department of Education


New Mexico Public Education Department

RAND Corp.

World Bank, Washington, DC

SELECTED TECHNICAL REPORTS

Everson, H. & Tobias, S. (1977). High School-Community College Articulation Follow-Up

Center for Advanced Study in Education, The City University of New York.

Everson, H. & Sacks, J. (1982). A study of the interaction between anxiety and attention.

ERIC ED# 229713.

Everson, H. & Tobias, S. (1984). The interaction of cognitive macroprocesses and instructional method. Army Research Institute, Technical Report. City College of New York, The City


Gourgey, A. & Everson, H. (1986). CUNY's Adult Basic Education Program:

An Evaluation. Office of Academic Affairs, The City University of New York.

Everson, H. Gourgey, A. & Murtha, J. (1987). The 1986 Prefreshman Summer Program: An Interim Report. Instructional Resource Center, The City University of New York.

Everson, H., Gourgey, A., Hartman, H., Oppenheim, L. & Walters, J. (1987). The role of metacognition in adult literacy: Measurement and instructional implications. Instructional

Resource Center, The City University of New York.

Everson, H. & Tobias, S. (1987). Adapting instruction to individual differences among students.

North Central Educational Research Laboratory, Elmhurst, IL.

Kwalick, B. & Everson, H. (1987). A Directory of CUNY's Exemplary Projects, 1986-87. Instructional Resource Center, The City University of New York.

Wiener, H., Everson, H. & Gourgey, A. (1988). The 1987 Prefreshman Summer Program:

An Evaluation Report. Instructional Resource Center, The City University of New York.

Wiener, H., Everson, H. & Gourgey, A. (1989). The 1988 Prefreshman Summer Program:

An Evaluation Report. Instructional Resource Center, The City University of New York.


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Wiener, H., Everson, H., Gourgey, A. & Akst, G. (1989). The 1989 Intersession Basic Skills

Immersion Program: An Evaluation Report. Instructional Resource Center, The City


Everson, H. & Gourgey, A. (1990). The Effects of Time Limits on the CUNY Reading Assessment Test. Instructional Resource Center, The City University of New York.

Wiener, H., Everson, H. & Gourgey, A. (1990). The 1989 Prefreshman Summer Program: An Evaluation Report. Instructional Resource Center, The City University of New York.

Wiener, H., Everson, H., Gourgey, A. & Akst, G. (1990). The 1990 Intersession Basic Skills

Immersion Program: An Evaluation Report. Instructional Resource Center, The City


Wiener, H., Everson, H. & Gourgey, A. (1991). The 1990 Prefreshman Summer Program: An Evaluation Report. Instructional Resource Center, The City University of New York.

Wiener, H., Everson, H. & Gourgey, A. (1991). The 1991 Intersession Basic Skills Immersion

Program: An Evaluation Report. Instructional Resource Center, The City University of New York.

Everson, H., Gourgey, A. & Rodriguez, C. (1992). A New Yardstick for Measuring Reading

Comprehension: A Field Test Report for CUNY. Instructional Resource Center, The City


Yamamoto, K. & Everson, H. (1995). Modeling the mixture of IRT and patterned responses

using a modified hybrid model. Research Report Series (95-16), Educational Testing

Service, Princeton, NJ.

Tobias, S., & Everson, H. (1997). Assessing metacognitive knowledge monitoring. College

Board Report (1996-01). College Board, NY

Tobias, S. & Everson, H.T. (2002). Knowing what you know, and what you don’t know. College

Board Report (2002-04). College Board, NY.

College Board (2003). Collaborator on Brief Amicus Curiae filed in Gratz v. Bollinger, U.S.

Supreme Court.

Borhnstedt, G., Rodriguez, C. & Everson, H.T. (2003). Closing the Achievement Gap:

Summary Evaluation of the College Board’s Equity 2000 Initiative. Washington, DC:

American Institutes for Research. Bennett, A., Bridglall, B.L., Cauce, A.M., Everson, H.T., Gordon, E.W., Lee, C.D., Mendoza-Denton, R.,

Renzulli, J.S. & Stewart, J.K. (2004). All Students Reaching The Top: Strategies For Closing

Academic Achievement Gaps. Learning Points Associates, Naperville, IL.

Everson, H. & Millsap, R. (2004). Beyond Individual Differences: Exploring School Effects on SAT Scores. College Board Report (2004-03). College Board, NY.

Everson, H.T. & Millsap, R.E. (2004). Everyone Gains: Extracurricular Activities in High School and Higher SAT Scores. College Board Report (2005-02). College Board, NY.

Everson, H.T., Dogan, E. & Osterlind, S. (2006). Effects of Word Location Cues on Performance

on NAEP Reading Assessments. National Center for Education Statistics, Washington, DC.

Everson, H.T. (2006). Review and Commentrary on Unified System of Examinations Analytical

Report, Russian Federal Institutes of Educational Measurement, Moscow, Russia.

Osterlind, S.J., Everson, H.T., Dogan, E., & Walton, E. (2007). Meaning Vocabulary Study: A

Technical Report to the National Center for Education Statistics. NAEP Education Statistics

Services, American Institutes for Research, Washington, DC.

Everson, H.T. (2007). A Framework for Managing R&D in Support of NAEP. Technical Report

to the National Center for Education Statistics. NAEP Education Statistics Services,

American Institutes for Research, Washington, DC.


Page e184


Everson, H.T., Butvin, H., & Kim, Y.Y. ( 2008). A Comparison of NAEP Reading

Frameworks: A Generalizability Study. Technical Report to the National Center for

Education Statistics. NAEP Education Statistics Services, American Institutes for Research,

Washington, DC.

Everson, H.T., Rivas, S., Rodriguez, C. (2009). An Analysis of the Alignment of the NAEP

2009 Mathematics Framework and the Puerto Rico Mathematics Standards and

Assessments. Technical Report to the National Center for Education Statistics. NAEP

Education Statistics Services, American Institutes for Research, Washington, DC.

Everson, H.T. (2010). Sketches of San Juan: A Summary of Six Special Studies on the National Assessment of Educational Progress Mathematics in Puerto Rico. Technical Report to the

National Center for Education Statistics. NAEP Education Statistics Services, American

Institutes for Research, Washington, DC.

Everson, H.T., Flugman, B., Saxman, L. Schroder, B., & Stevens, A. (2012). MSPinNYC2: Year

One Evaluation Report. Center for Advanced Study in Education, Graduate School, City


Everson, H.T., Verkuilen, J., Stevens-Thomas, A., Racanello, A. (2013). The PARCC Mathematics Item Prototyping Project: Report of the Spring 2012 Pilot Study. Center for

Advanced Study in Education, Graduate School, City University of New York.

Everson, H.T., McLean, C., Park, H., Saxman, L. & Stevens, A. (2013). MSPinNYC2: Year Two

Evaluation Report. Center for Advanced Study in Education, Graduate School, City


Everson, H.T., Pellegrino, J.W., & Perie, M. (2014). Summary of the Phase I Standard Setting

for the Excellence for All Initiative of the National Center on Education and the Economy,

Washington, DC.

Everson, H.T. (2013). A Review of the Validity Evidence in Support of the Information and

Communications Technology Literacy Assessment. Russian Academy of Sciences and the

World Bank, Washington, DC.

Everson, H.T. (2013). A Review of the Validity Evidence in Support of the Student Achievement Monitoring Toolkit. Russian Academy of Sciences and the World Bank, Washington, DC.

Everson, H.T., Cook, L. & Zelman, M. (2014). A Validity Audit of the Unified National Test,

Ministry of Education and Sciences, Republic of Kazakhstan, and the World Bank,

Washington, DC.

Everson, H.T., Freedman, S., McLean, C., Saxman, L. & Stevens, A. (2014). Year III Evaluation Report: MSPinNYC2. Center for Advanced Study in Education, Graduate School, City


Everson, H.T. (2016). Identifying Best Practices for Implementing the Common Core Learning Standards: A Cross-Case Report (Unpublished Evaluation Report). The Center for

Advanced Study in Education, Graduate Center of the City University of New York.

BOOKS

M. Rabinowitz, F. Blumberg, & H. Everson (Eds.) (2004). The design of instruction and evaluation:

Affordances of using media and technology. Mahwah, NJ: Erlbaum Associates.

Osterlind, S. J., Everson, H.T. (2009). Differential Item Functioning. SAGE Publications, Thousand

Oaks, CA.


Page e185


CHAPTERS IN EDITED VOLUMES

Stewart, D.M., & Everson, H. (1994). Educational assessment and national standards: The equity

imperative. In M. Neetles (Ed.), Equity and Assessment, Kluwer Academic Press.

Yamamoto, K. & Everson, H. (1996). Modeling the effects of test length and test time on

parameter estimation using the HYBRID Model. In J. Rost & R. Longeheine (Eds.),

Applications of latent trait and latent class models in the social sciences.

NY: Waxmann Publishers.

Everson, H. (1998). A theory-based framework for future college admissions test.

In S. Messick (Ed.) Assessment in higher education: Issues of access, quality, student

development and public policy. NJ: Erlbaum Assoc.

Everson, H.T. (1999). Educational Standards: Current directions and implications for assessment.

In F.M. Ottobre (ed.), The role of measurement and evaluation in education policy. Paris,

France: UNESCO Publishing.

Tobias, S., & Everson, H. (2000). Assessing metacognitive knowledge monitoring.

In G. Schraw (Ed.), Issues in the measurement of metacognition. Lincoln NE: Buros

Institute of Mental Measurements and Erlbaum Associates.

Tobias, S. & Everson, H. (2000). Cognition and metacognition: A Review of Metacognition

in Educational Theory and Practice. In D. Hacker, J. Dunlosky & A. C. Graesser (Eds.)

Issues in Education: Contributions from Educational Psychology, Vol. 6, No. 1-2, 167-173.

Everson, H.T. (2004). Innovation and change in the SAT: A design framework for future college

admissions tests. In R. Zwick (Ed.) Rethinking the SAT: The Future of Standardized Testing in

University Admissions .Routledge-Falmer, NY.

Everson, H.T. (2004). Intelligent tutors need intelligent measurement, or the other way ‘round. In M.

Rabinowitz, F. Blumberg, & H. Everson (Eds.). The design of instruction and evaluation: Affordances of using media and technology. Mahwah, NJ: Erlbaum Associates.

Everson, H.T., & Tobias, S. (2001). The ability to estimate knowledge and performance in

college: A metacognitive analysis. In H. Hartman (Ed.). Metacognition in Learning and

Instruction. Boston, MA: Kluwer Academic Publishers.

Sternberg, R.J., & Rainbow Project Collaborators (2005). Augmenting the SAT through assessments of

analytical, practical and creative skills. In W. Camara and E. Kimmel (Eds.) Choosing students:

Higher education admission tools for the 21st century (pp. 159-176). Mahwah, NJ: Erlbaum

Associates.

Everson, H.T. & Millsap, R.E. (2005). The impact of extracurricular activities on standardized test scores.

In E. W. Gordon & B. Bridglall (Eds.) Supplementary Education. Rowman & Littlefiled,

Minneapolis, MN.

Everson, H.T. (2006). The Problem of transfer and adaptability: Applying the learning sciences to the challenge of the achievement gap. In E.W. Gordon & B. Bridglall (Eds.) The Affirmative

Development of Academic Achievement, Rowman & Littlefield, Minneapolis, MN.

Tobias, S. & Everson, H.T. (2009). The importance of knowing what you know: A knowledge

monitoring framework for studying metacognition in education. In D. Hacker, J. Dunlosky,

& A. Graesser (Eds.). Handbook of Metacognition in Education, Routledge, NY.

Everson, H.T. (2009). The SAT: Design principles and innovations of a quintessential American

social indictor. In G. Walford, M. Viswanathan, & E. Tucker, SAGE Handbook of

Measurement. London, SAGE Publications.

Everson, H.T. (2010). Cross-cultural issues and approaches in educational assessment. In K.

Keith (Ed.). Cross-Cultural Psychology: A Contemporary Reader. Hoboken, NJ: Wiley-

Blackwell.


Page e186


Millsap, R.E., Gunn, H., Everson, H.T., & Zatura, A. (2015). Using item response theory to

evaluate measurement invariance in health-related measures. In S.P. Reise & D.A. Revicki

(Eds.). Handbook of Item Response Theory Modeling: Applications to Typical Performance

Assessments. NY: Routledge.

REVIEWS

Millsap, R.E. & Everson, H. (1993). Methodology review: Statistical methods for detecting test

bias. Applied Psychological Measurement, 17(4).

Everson, H. (1996) Knowledge is in the connections: A review of Neural Networks for

Knowledge Representation and Inference, D.S. Levine & M. Aparicies, (Eds.) Contemporary Psychology, 41 (10), 1019-1020.

Everson, H.T. (2004, Nov. 2). Evaluating engines of affirmative development [Review of the book

Program evaluation in gifted education]. PsycCRITIQUES—Contemporary Psychology: APA Review

of Books, 49 (suppl. 6).

Everson, H.T. (2006, Jan. 25). Test scores on the table. [Review of the book Measurement and research in the accountability era]. PsycCRITIQUES—Contemporary Psychology, Vol. 51(4): APA Review of

Books. Everson, H.T. (2007, April 18). Keeping score. [Review of the book Automated scoring of complex tasks

in computer-based testing]. PsycCRITIQUES—Contemporary Psychology, Vol. 52(16): APA Review

of Books.

Everson, H.T. (2008, July 16). The diagnostic challenge in education. [Review of the book Cognitive

diagnostic assessment for education: Theory and applications]. PsycCRITIQUES—Contemporary Psychology, Vol. 53(29): APA Review of Books.

Everson, H.T. (2009). Computing the Mind. [Review of the Cambridge Handbook of Computational Psychology]. PsycCRITIQUES—Contemporary Psychology, Vol. 54(20), APA Review of Books.

Everson, H.T. (2010). Experts on Expertise. [Review of the book The Development of Expertise: Toward

Measurement of Expert Performance and Design of Optimal Learning Environments].

PsycCRITIQUES—Contemporary Psychology, Vol. 55(26): APA Review of Books.

Everson, H.T. (2012). A Practical Theory of Teaching and Teachers. [Review of the book How We Think: A Theory of Goal-Oriented Decision Making and Its Educational Applications].


Everson, H.T. (2013). Under Construction: A Theory of High Quality Learning. [Review of the

book Enhancing the Quality of Learning: Dispositions, Instruction, and Learning Processes].


Everson, H.T. (2014). A Multi-World Theory of Learning Mathematics. [Review of the book How

Humans Lern to Think Mathematically: Exploring the Three Worlds of Mathematics].

PsycCRITIQUES—Contemporary Psychology, Vol. 59(xx): APA Review of Books.

Everson, H.T. (2015). Modeling the Mind. [Review of the Oxford Handbook of Computational and

Mathematical Psychology]. PsycCRITIQUES—Contemporary Psychology, Vol. 59(xx): APA Review

of Books.

JOURNAL ARTICLES

Rindskopf, D. & Everson, H. (1984). A comparison of models for detecting discrimination:

An example from medical school admissions. Applied Psychological Measurement,

Vol.8 (1), 89-106.

Everson, H. (1985). The Effects of Test Anxiety and Instructional Method on the Cognitive

Processing of Instruction. Dissertation Abstracts, The City University of New York.


Page e187


Everson, H., Millsap, R. & Browne, J. (1989). Test anxiety and achievement: Cognitive

interference or skills deficit. Anxiety Research, Vol.1 (3), 313-325.

Everson, H., Millsap, R. & Rodriguez, C. (1991). Isolating gender differences in test anxiety:

A confirmatory factor analysis. Journal of Educational and Psychological Measurement,

Vol. 51, 243-251.

Millsap, R. & Everson, H. (1991). Confirmatory measurement model comparisons using latent

means. Multivariate Behavioral Research, Vol. 26(3), 479-497.

Everson, H., Tobias, S., Hartman, H., & Gourgey, A. (1993). Anxiety and the curriculum: The

subject matters. Anxiety, Stress, and Coping: An International Journal. Vol. 6(1).ERIC ED# 333027.

Millsap, R.E. & Everson, H. (1993). Methodology review: Statistical methods for detecting test

bias. Applied Psychological Measurement, 17(4).

Diones, R. & Everson, H. (1994). Computer adaptive testing: Assessment of the future.

ASCD Curriculum/Technology Quarterly, 4 (2).

Everson, H., Smodlaka, I. & Tobias, S. (1994). Exploring the interaction of test anxiety and

metacognition. Anxiety, Stress, and Coping: An International Journal. Vol. 7(1) 85-96.

Everson, H. (1995). Modeling the student in intelligent tutoring systems: The promise of a

new psychometrics. Instructional Science, 23, 433-452.

Hartman, H., Everson, H., Tobias, S. & Gourgey, A. (1996). Self concept and metacognition

in ethnic minorities: Prediction from the BACEIS Model. Journal of Urban Education,

Vol. 31(2), 222-238.

Tobias, S., & Everson, H. (1996). Studying the relationships between affective and

metacognitive variables. Anxiety, Stress, and Coping, 9, 1-23.

Tobias, S. & Everson, H. (1998). The ability to estimate knowledge and performance

in college: A metacognitive analysis. Instructional Science, Vol. 26 (No. 1-2), 65-79.

Everson, H. (2000). A principled design framework for admissions tests: An affirming research agenda.

Psychology, Public Policy, and Law, Vol. 6, No.1, 112-120.

Everson, H. & Millsap, R. (2004). Beyond Individual Differences: Exploring School Effects on SAT

Scores. Educational Psychologist, 39(3), 157-172.

Sternberg, R.J., & Rainbow Project Collaborators, & the University of Michigan Business School Project

Collaborators (2004). Theory-based university admissions testing for a new millennium. Educational Psychologist, 39(3), 185-198.

King, K.P., Melia, F.J. Dunham, M.D., & Everson, H.T. (2005). Update—Anytime/Anywhere. Finding

our way: Better understanding the motivations of teachers in online learning. International Journal of Information and Communication Technology Education, 1(4), 57-70.

Everson, H.T., Dogan, E. & Osterlind, S. (2007). Performance effects of word location cues on

the NAEP Reading Assessment. Practical Assessment Research & Evaluation, 13(12).

Available online at http://pareonline.net.

Everson, H.T. (2011, March). Video Games to Assess Learning. Advanced Distributed Learning Network Newsletter. Academic ADL Co-Lab, Madison, WI.

Dixon-Roman, E., Everson, H.T., & McArdle, J.J. (2012). Race, Poverty and SAT Scores:

Modeling the Influences of Family Income on Black and White High School Students’ SAT

Performance. Teachers College Record Volume 115 Number 4, 2013

http://www.tcrecord.org ID Number: 16925.

Hudesman, J., Crosby, S., Flugman, B. Isaac, S., Everson, H.T., Clay, D. (2013). Using an

enhanced formative assessment program and self-regulated learning to improve

developmental mathematics achievement. Journal of Developmental Education.

Hudesman, J., Crosby, S., Ziehmke, N., Everson, H.T, Isaac, S., Flugman, B., Zimmerman,B. &

Moylan, A. (2014). Using Formative Assessment and Self-Regulated Learning to Help

Developmental Mathematics Students Achieve: A Multi-Campus Program. Journal on

Excellence in College Teaching.


Page e188


Thomas, A.S., Bonner, S.M., Everson, H.T., & Somers, J.A. (2016). Leveraging the power of

peer-led learning: Investigating effects on STEM performance in urban high schools.

Educational Research and Evaluation, http://dx.doi.org/10.1080/13803611.2016.1158657.

Snow, E., Rutstein, D., Basu, S., Bienkowski, M., & Everson, H.T. (2019). Leveraging evidence-

centered design to develop assessments of computational thinking practices. International Journal of Testing, https://doi.org/10.1080/15305058.2018.1543311.

Krumm, A. E., Boyce, J., & Everson, H. T. (2021). A collaborative approach to sharing learner event

data. Journal of Learning Analytics, 8(2), 73–82. https://doi.org/10.18608/jla.2021.7375.

Krumm, A.E., Everson, H.T., Neisler, J. (2022). A partnership-based approach to operationalizing

learning behaviours using event data. Journal of Learning Analytics, 1(1), 1-10.

http://dx.doi.org/10.18608/jla.2018.51.2

PAPERS PRESENTED AT SCIENTIFIC CONFERENCES

Everson, H. & Tobias, S. (April, 1978). Fear of automation in teachers' attitudes toward

instructional media. Paper delivered at the annual meeting of the American Educational

Research Association, Montreal, Canada.

Everson, H., Mouzman, M., & Tobias, S. (October, 1979). Fear of automation in teachers'

attitudes: A comparison of teacher-education and computer science majors. Paper presented

at the annual meeting of the Northeastern Educational Research Association, Fallsview, NY.

Everson, H. & Rindskopf, D. (April, 1982). Use of statistical models for detecting discrimination. Paper

presented at the annual meeting of the American Educational Research Association, New York, NY.

Everson, H. & Golden, J. (August, 1982). Path analytic models for detecting discrimination in

grading. Paper presented at the annual meeting of the American Psychological Association,

Washington, DC.

Everson, H. (June, 1986). Where's the value in value-added testing? Paper presented at the

annual meeting of the American Association of State Colleges and Universities, Washington, DC.

Everson, H. & Millsap, R. (June, 1987). Test anxiety and minimum competency testing:

A cognitive capacity view. Paper presented at the annual meeting of the Society for Test

Anxiety Research, Bergen, Norway.

Everson, H. & Browne, J. (August, 1987). Test anxiety and competency testing: The deficit vs.

interference debate. Paper presented at the annual meeting of the American Psychological

Association, New York City, NY.

Everson, H., Gourgey, A. & Hartman, H. (October, 1987). The role of metacognition in adult

Literacy: Measurement and instructional implications. Paper presented at the New York

Adult Literacy Conference, New York, NY.

Everson, H., Shapiro, L. & Millsap, R. (April, 1989). A study of the relationship of test anxiety, item difficulty, and item order on test performance. Paper presented at the annual meeting of

the American Educational Research Association, San Francisco, CA.

Everson, H., Millsap, R. & Rodriguez, C. (April, 1990). Sex differences in test anxiety?

A confirmatory factor analysis of the Test Anxiety Inventory. Paper presented at the annual

meeting of the American Educational Research Association, Boston, MA.

Everson, H., Wiener, H., Ribaudo, M. & Greenberg, K. (June, 1990). National Project on

Computers and College Writing: Results of the Assessment. Paper presented at the

Computers and College Writing Conference, New York, NY.

Everson, H. & Rybak, S. (November, 1990). The effects of symbolic modeling on the attitudes

of children towards developmentally disabled peers. Paper presented at the annual meeting of the

Council for Exceptional Children, Long Island, NY.


Page e189


Everson, H., Tobias, S., Hartman, H., & Gourgey, A. (April, 1991). Test anxiety in different

curricular areas. Paper presented at the annual meeting of the American Educational

Research Association, Chicago, IL.

Everson, H., Hartman, S., Tobias, S. & Gourgey, A. (June, 1991). A metacognitive reading

strategies scale: Preliminary validation evidence. Paper presented at the annual meeting of

the American Psychological Society, Washington, DC.

Hartman, H., Everson, H., Tobias, S. & Gourgey, A. (August, 1991). Self concept and metacognition in ethnic minorities. Paper presented at the annual meeting of the American

Psychological Association, San Francisco, CA.

Tobias, S., Hartman, H., Everson, H. & Gourgey, A. (August, 1991). Development of a group administered, objectively scored metacognitive evaluation procedure. Paper presented at the

annual meeting of the American Psychological Association, San Francisco, CA.

Everson, H., Smodlaka, I., & Tobias, S. (March, 1992). The interaction of test anxiety and

metacognition on reading comprehension: Preliminary findings. Presentation to the National Board

of Medical Examiners, Philadelphia, PA.

Yamamoto, K. and Everson, H. (April, 1992). Detecting Test Speededness with a Hybrid

of Latent Classes and Item Response Theory. Paper presented at the annual meeting of the

American Educational Research Association, Atlanta, GA.

Everson, H., Smodlaka, I. & Tobias, S. (August, 1992). The interaction of test anxiety and

metacognition on standardized measures of reading comprehension. Paper presented at the

annual meeting of the American Psychological Association, Washington, DC.

Stewart, D.M., & Everson, H. (March, 1993). Educational assessment and national standards: The equity imperative. Paper presented at the Ford Foundation Conference on

Equity and Assessment, Washington, DC.

Everson, H. (December, 1993). The role of cognitive partners in the future of testing. Paper

presented at the colloquium series, The reform of assessment and the use of assessment in reform,

the University of Delaware, Newark, DE.

Everson, H., Chance, D., & Lykins, S. (April, 1994). Using artificial neural networks in

educational and psychological measurement: An exploratory study. Paper presented at the

annual meeting of the American Educational Research Association, New Orleans, LA.

Yamamoto, K. & Everson, H. (May, 1994). Modeling the mixture of IRT and pattern responses

by a modified hybrid model. Paper presented at the invited symposium, Applications of latent trait and latent class models in the social sciences, University of Kiel, Hamburg, Germany.

Tobias, S., & Everson, H. (January, 1995). Metacognition and college learning. Paper

presented at the Winter Text Conference, Jackson, WY.

Everson, H. (March, 1995). Assessing reasoning and knowledge in college admissions: A

research agenda for the future. Paper presented at the Conference on Assessment in

Higher Education, Educational Testing Service, Princeton, NJ.

Everson, H. (April, 1995). Two heads are better than one: Estimating ability using cognitive technology. Paper presented at the symposium on The new SAT: Reactions and research

implications, at the National Council of Measurement in Education, San Francisco, CA.

Everson, H., Millsap, R., & Diones, R. (April, 1995). Exploring group differences in SAT performance using structural equation modeling with latent means. Paper presented at the

annual meeting of the American Educational Research Association, San Francisco, CA.

Tobias, S., & Everson, H. (April, 1995). Development of an objectively scored measure of

metacognition appropriate for group administration. Paper presented at a symposium on

Issues in Metacognitive Research and Assessment, at the annual convention of the American

Educational Research Association, San Francisco, CA.


Page e190


Tobias, S., & Everson, H. (August, 1995). The relationship of metacognitive knowledge monitoring to cognitive and affective variables. Invited symposium presentation at the

European Association for Research on Learning and Instruction, Nijmegen, Netherlands.

Everson, H. (September, 1995). Guidelines for using SAT I-ACT concordance tables.

Paper presented at the annual meeting of the National Association of College

Admissions Counselors, Boston, MA.

King, J., Everson, H., & Barrett, J. (October,1995). Understanding a measure of the meritocracy:

Equal opportunity, academic preparation and the SAT. Paper presented at the annual meeting

of the American Council on Education, Kansas City, KA.

Tobias, S., & Everson, H. (April, 1996). Assessing metacognitive knowledge monitoring

judgments. Paper presented at a symposium on Research on Metacognitive Judgments and Assessments at the annual convention of the American Educational Research Association,

New York, NY.

Tobias, S., Everson, H. & Tobias L. (January, 1997) Further research on metacognitive

monitoring. Paper presented at the Winter Text Conference, Jackson Hole, WY.

Tobias, S., Everson, H. & Tobias, L. (March 1997). Assessing monitoring via the discrepancy

between estimated and demonstrated knowledge. Paper presented at a symposium on

Assessing Metacognitive Knowledge Monitoring at the annual convention of the American

Educational Research Association, Chicago, IL.

Everson, H., Tobias, S., & Laitusis, V. (March, 1997). Do metacognitive skills and learning

strategies transfer across domains. Paper presented at a symposium on Assessing Metacognitive Knowledge Monitoring at the annual convention of the American Educational

Research Association, Chicago, IL.

Tobias, S., & Everson, H. (May, 1997). Knowledge monitoring: A fundamental metacognitive

process. Invited talk at a meeting on Metacognition: Its Many Faces at SUNY - Cortland,

Cortland, NY.

Tobias, S., & Everson, H. (January, 1998). Three studies of metacognitive knowledge

monitoring. Paper presented at the annual meeting on Discourse, Text, and Cognition.

Jackson Hole, WY.

Tobias, S. & Everson, H. (April, 1998). Research on the assessment of metacognitive knowledge monitoring. Paper presented at a symposium on Metacognition: Assessment and Training, at

the annual convention of the American Educational Research Association, San Diego, CA.

Everson, H., & Badger, E. (May, 1998). Emerging paradigms for large scale assessments: A comparison of the College Board’s Advanced Placement and Pacesetter examinations. Paper

presented at the annual meeting of the International Association for Educational Assessment,

Barbados, W. I.

Everson, H. (June, 1998). Educational Standards: Current directions and implications for

assessment. A paper presented at the UNESCO/IAEA Roundtable on the Role of Measurement and Evaluation in Educational Policy, Princeton, NJ.

Weinstein, C.E. & Everson, H. (August, 1998). The relationship among measures of students’ strategic learning and academic abilities. In C.E. Weinstein (Chair), Issues In Strategic

Learning In Higher Education. Symposium conducted at the meeting of 24th International

Congress of Applied Psychology, San Francisco, CA.

Everson, H. (April, 1999). Discussant at the symposium entitled A Practice Transformed: Test

Development in the World of CBT, at the annual meeting of the American Educational Research

Association, Montreal, Canada.

Everson, H. (April, 1999). The program of research (1998 – 2000) for EQUITY 2000. Paper presented at

the symposium on The College Board’s EQUITY 2000 Program: Recent Advances in Research and Evaluation of Impact, at the annual meeting of the American Educational Research Association,

Montreal, Canada.


Page e191


Tobias, S., Everson, H., & Laitusis, V. (April, 1999). Toward a performance-based measure of

metacognitive knowledge monitoring: Relationships with self-reports and behavior ratings. Paper

presented at a symposium on Research on Metacognitive Monitoring, at the annual meeting of the

American Educational Research Association, Montreal, Canada.

Everson, H. & Millsap, R. (December, 1999). Predictors of performance on the SAT: A multilevel model of individual differences and school effects. Paper presented at the meeting of the Data Analysis

Research Network of the National Collegiate Athletic Association, San Diego, California.

Tobias, S. Nathan, J., & Everson, H. (January, 2000) Metacognitve knowledge monitoring: Impact On

Anxiety. Paper presented at the Winter Text Conference, Jackson, WY.

Everson, H.T. (April, 2000). Standardized testing at CUNY: How high are the stakes? Paper presented

at the CUNY Forum Testing 101: Implications for Teaching and Learning at CUNY, Hunter College,

City University of New York, NY.

Everson, H. (April, 2000). Discussant at the symposium entitled Testing Over the Internet, at the annual

meeting of the National Council of Measurement in Education, New Orleans, LA.

Everson, H. (August, 2000). Predictors of the SAT: A Multilevel Model. Presidential Address to the

Division of Educational Psychology, American Psychological Association annual meeting,

Washington, DC.

Everson, H.T., Weinstein, C.E., & Laitusis, V. (December, 2000). Strategic learning abilities as

predictors of academic achievement. Paper presented at the Winter Meeting of the Data Analysis

Research Network of the National Collegiate Athletic Association, San Francisco, CA.

Tobias, S., Njoku, H., & Everson, H. (January, 2001) Cross cultural research on metacognitive

knowledge monitoring and help seeking. Paper presented at the Winter Text Conference, Jackson,

WY.

Everson, H. & Millsap, R.E. (April, 2001). Correlates of Performance on the SAT: A Multilevel Model. Paper presented at a symposium on Research on Minority Issues in Testing and Assessment, at the

annual meeting of the American Educational Association, Seattle, WA.

Everson, H. & Laitusis, V. (June, 2001). The alignment of the MCAS and PSAT Tests: An Empirical

Analysis. Paper presented at the annual meeting of the Council of Chief State School Officers,

Houston, TX.

Everson, H.T., Tatsuoka, K. & Guerrero, A. (April, 2003). Understanding group differences in

mathematical knowledge states. Paper presented at the annual meeting of the National Council on

Measurement in Education. Chicago, IL.

Kobrin, J. L., Milewski, G.B., Everson, H.T., & Zhou, Y. (April, 2003). An investigation of school-level

factors for students with discrepant high school gpa and SAT scores. Paper presented at the annual

meeting of the National Council on Measurement in Education. Chicago, IL.

Laitusis, V. & Everson, H.T., (April, 2003). Assessing the reliability of the classification of mathematical

knowledge states. Paper presented at the annual meeting of the National Council on Measurement in

Education. Chicago, IL.

Everson, H.T. (September, 2003). Methods for Estimating the Predictive Validity of Test Scores and Other Indices of Academic Achievement. Invited Lecture Series, Charles University, School of

Education, Prague, Czech Republic.

Everson, H.T. & Michna, G. (January, 2004). Is the SAT a Wealth Test? An Analysis of the Effects of Income, Parental Education and Academic Achievement on SAT Scores. Invited lecture, Institute for

Urban and Minority Education, Teachers College, Columbia University, New York City, NY.

Everson, H.T. (May, 2004). Who Is Knocking at the College Door? Paper presented at the conference

Helping Talent Soar: Identifying and Serving Gifted Students from All of America’s Neighborhoods,

Johns Hopkins University, Baltimore, MD.


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Dixon-Roman, E., Everson, H.T. McArdle, J.J., Michna, G. (April, 2005). Is the SAT a Wealth Test?

Modeling the Influences of Family Income on Black and White Students’ SAT Scores. Paper presented

at the annual meeting of the American Educational Research Association, Montreal, Canada.

Everson, H.T. (April, 2005). Doing Psychometrics While Wearing White Gloves and Other Lessons from

William H. Angoff Paper presented at the invited symposium William H. Angoff: The Man Behind the Method, National Council of Measurement in Education, Montreal, Canada.

Everson, H.T. (May, 2005). Meaningful Assessment in AP Biology: Testing in the Service of Learning. Presentation to the Biology Department at the Massachusetts Institute of Technology. Cambridge,

MA.

Everson, H.T. (April, 2006). Instructionally Useful Assessment: Testing in the Service of Learning. Presentation at the Conference on Culturally Appropriate Teaching. Howard University.

Washington, DC.

Everson, H.T. (May, 2006). Modeling Academic Growth: Implications of Policy Demands for Theory

and Practice. Presentation at the University of Notre Dame Series on Quantitative Methodology.

South Bend, IN.

Everson, H.T. (September, 2006). The Opportunities and Challenges of Computer-based Testing.

Invited presentation to the Russian Conference on Large-Scale Assessment, Russian Federal

Institute of Educational Measurement, Moscow, Russia.

Everson, H.T. (September, 2006). Developing Assessments to Support Instructional Improvement.

Invited presentation to the Russian Conference on Large-Scale Assessment, Russian Federal

Institute of Educational Measurement, Moscow, Russia.

Blank, S., Everson, H.T., Hudesman, J. Morton, E. & Moylan, A. (November, 2006). Self-regulated learning assessments systems for Electro-mechanical engineering technology students. Presentation

to the National Science Foundation conference on learning and assessment. Washington, DC.

Everson, H.T., Dogan, E. & Osterlind, S. (April, 2007). Effects of Word Location Cues on

Performance on NAEP Reading Assessments. Paper presented at the annual meeting of

National Council of Measurement in Education, Chicago, Il.

Trierweiler, T., Kim, Se-Kang, & Everson, H.T. (April, 2008). PAMS as a confirmatory tool in

the analysis of cross-sectional data. Paper presented in a symposium on Profile Analysis Via Multidimensional Scaling, at the annual meeting of the National Council of Measurement in

Education, New York, NY.

Chatterji, M., Koh, N., Solomon, P., & Everson, H.T. (April, 2008). Mapping the cognitive pathways in mastering long division: A case study. Paper presented at the annual meeting of

the American Educational Research Association, New York, NY.

Everson, H.T. (April, 2008). Anne Anastasi: A merchant of dangerous ideas. Paper presented at

the symposium Anne Anastasi: A Legacy in Educational Measurement, the American

Educational Research Association, New York, NY.

Bopaiah, M., Rosenfeld, B., Everson, H.T., & Rasmussen, A. (August, 2008). Reactions to

torture: Comparing Punjabi and Tibetan survivors. Paper presented at the annual meeting of

the American Psychological Association, Boston, MA.

Everson, H.T. (August, 2008). Anne Anastasi at 100: Her impact on all of psychology. Paper

presented at the annual meeting of the American Psychological Association, Boston, MA.

Benners, G. A., & Everson, H.T. (April 2009). School effects on gender differences in learning

mathematics during high school: A multiple group multilevel latent growth analysis of PSAT/NMSQT to SAT performance in mathematical reasoning. Paper presented at the annual

meeting of the National Council of Measurement in Education, San Diego, CA.


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Everson, H.T., Osterlind, S.J., Dogan, E., & Tirre, W. (April, 2009). Examining the effects of

presenting reading passages with imbedded aids: Avoiding construct-irrelevant variance.

Paper presented at the symposium NAEP 2009 Reading Assessment: Addressing Issues that

Come with Changes in Assessment Specifications, annual meeting of the American

Educational Research Association, San Diego, CA.

Dogan, E., Osterlind, S.J., Everson, H.T., & Tirre, W. (April, 2009). Keeping reading

comprehension as reading comprehension: How to ensure construct equivalence when a new item type is introduced in an indicator assessment. Paper presented at the symposium NAEP

2009 Reading Assessment: Addressing Issues That Come With Changes in Assessment

Specifications, annual meeting of the American Educational Research Association, San

Diego, CA.

Everson, H.T., Kim, Y.Y., & Butvin, H. (April, 2009). An empirical look at the 2007 and 2009 NAEP Reading Assessment Frameworks: A content alignment study. Paper presented at the

symposium NAEP 2009 Reading Assessment: Addressing Issues That Come With Changes in

Assessment Specifications, annual meeting of the American Educational Research

Association, San Diego, CA.

Everson, H.T. (November, 2009). Challenges in developing a university admissions test and a national assessment. Paper presented Kyrgyz Conference on University and Test

Development in Central Asia. Bishkek, Kyrgyzstan.

Benners, G.A. & Everson, H.T. (April, 2010). Examining growth in mathematical reasoning in high school: An Analysis of the interaction of gender, race, and school characteristics. Paper

presented at the annual meeting of the American Educational Research Association, Denver,

CO.

Benners, G.A. & Everson, H.T. (April, 2011). Examining growth in critical reading in high school: An Analysis of the interaction of gender, race, and school characteristics. Paper

presented at the annual meeting of the American Educational Research Association, New

Orleans, LA.

Stevens-Thomas, A., Bonner, S., & Everson, H.T. (February, 2013). Looking for Early Evidence

of Implementation: Using the Lens of Propensity Score Matching. Paper presented at the

annual National Science Foundation meeting on Math Science Partnerships. Washington,

DC.

Stevens-Thomas, A., Bonner, S., & Everson, H.T. (March, 2014). Evaluating a New York City-Wide STEM Initiative Using Genetic Matching: A Replication Study. Paper presented at the

annual meeting of the Society for Research in Educational Evaluation. Washington, DC.

Stevens-Thomas, A., Bonner, S., & Everson, H.T. (April, 2015). Using Genetic Matching

Methods to Evaluate the Impact of PERC/MSPinNYC2. Paper presented at the annual

meeting of the American Educational Research Association. Chicago, IL.

Everson, H. (April, 2019). Discussant at the symposium entitled Advances in Models of Cognitively

Diagnostic Testing, at the annual meeting of the National Council of Measurement in Education,

Toronto, Canada.

Everson, H.T. (2022). Unifying Instructional & Assessment Designs to Meet the Challenges of Edmund

Gordon’s Pedagogical Troika: A Wicked Design Problem. Paper presented at the symposium:

Reflections on Edmund Gordon’s Pedagogical Troika: Integrating Teaching, Learning and

Assessment, at the annual meeting of the National Council of Measurement in Education, San Diego,

CA.

Everson, H.T. (2022). Design and Methodology Issues in Learning-Based Assessments. Paper presented

at the symposium: Recasting Assessment to Support Diverse Learning and the Affirmative Development of Learners, at the annual meeting of the American Educational Research, San Diego,

CA.


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David M. Frank

Professional Summary:

Highly dedicated, innovative, and resourceful Chief of Staff with significant experience in supporting teams and educational organizations to create high-quality educational opportunities in partnership with marginalized communities for all students, writing and managing large grants, turning-around underperforming schools, program evaluation, managing complex organizations, school innovation, and oversight, accountability, non-profit governance, grant management, policy creation, and educational intervention strategies. Proven record of fostering equity and agency in vulnerable populations, organizational growth, strong management and collaboration with large multi-disciplinary teams. Combining my background in early childhood, strong leadership and communication skills, and a commitment to diversity, equity, and inclusion, has supported my goal of creating educational opportunities for communities and children to break the vicious cycle of poverty. The foundation, and constant theme, of this work has been developing, researching, and implementing effective operational, financial, and pedagogical practices from across the country in the service of all children and diverse communities.

Professional Experience:

Chief of Staff, Office of Education Policy NYS Education Department August 2022 – Present

Strategic advisor to Department leadership on implementation of teaching and learning strategies

Serves at the strategic intersection of strategy, policy, and funding to lead the reimagining of educational opportunities for New York’s 2.1 million students, with a special focus on supporting school turnaround and advanced course access initiatives

Leads P-20 educational, operational, and finance teams to implement the Department’s guiding principles of a service-orient approach to supporting educators through a lens of diversity, equity, and inclusion

Manages a cross-disciplinary team to manage internal budget and human capital development

Executive Director of Educational Innovation and Strategic Initiatives NYS Education Department May 2016 – August 2022

Led a large multi-disciplinary team to create a state-wide plan to secure and spend over $8 billion in federal funding to address unprecedented academic and social-emotional needs of students and schools

Develped a $20 million initiative that led to NY being one of only 11 states to be awarded an Education Stabilization Fund Rethink K12 grant to support educators in district, charter, and non-public schools develop effective pedagogical practices in response to the COVID-19 pandemic

Authorized 99 charter schools on behalf of the 17 member NYS Board of Regents that includes replication, network, and independent charter schools with a focus on community-based schools that utilize innovative models to best serve vulnerable communities

Lead a dynamic team of 23 full time staff and over 25 consultants to carry out the mission and vision of NYSED to foster strong academic and operational/fiscal outcomes for all schools through individualized and customized services.

Managed the relationship between the Board of Regents and the NYS Education Department to achieve successful outcomes for Department initiatives

Built strong collaborative relationships to work effectively across the myriad of NYS Education Department programs such as special and bilingual education that results in the realization of key goals

Spearhead the first in the nation community-focused accountability process that fosters high quality student outcomes within the context of diversity, equity, and inclusion, identifies schools in need of improvement, and upholds rigorous performance standards

Supported the NYS Board of Regents to add over 15,000 new high-quality seats for students from marginalized communities while improving academic outcomes in the entire charter school portfolio through additional monitoring, oversight, transparency, and technical assistance

Obtained the largest Charter School Program grant award in the United States, of over $95.5 million in multi-year grant funding from the federal government and developed the process and criteria for the distribution of awards to fund innovative planning, implementation, and technical assistance support to new and expanding schools with over 50 sub-grantees receiving $1.25 million in funding each

Facilitated the creation of a special education effective practice collaborative in Western New York and obtained $500,000 in seed funding from national and local philanthropies to improve outcomes for students with disabilities in charter, parochial, and independent schools in collaboration with local colleges, universities, related service providers, parents, and other stakeholders


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Developed and disbursed a fund of over $7 million to improve board governance and fiscal capacity of schools statewide

Collaborated with key policy makers, advocacy organizations, and schools to develop legislative priorities and secure and expend over $2 billion in funding per year for charters through the state budget process

Participated in the NYS regulatory, communications, and teacher certification working groups to draft and roll out the state’s ESSA plan, alternative accountability for alternative schools, and other state policies

Partnered with local, statewide, and national philanthropic organizations to obtain over $500,000 in funding to provide technical assistance to charter schools to best serve at-risk students, foster board governance capacity building, and promote strong fiscal health at little to no cost to charter schools

Director of Charter Policy and Analytics New York City Department of Education

December 2014 – April 2016

Authorized a large portfolio of charter schools

Developed charter specific DOE policies, identified their impact on the DOE portfolio and charter sector, and made recommendations to senior organizational leadership regarding charter issues

Collaborated with governmental agencies to deliver and interpret regulatory guidance to schools

Managed internal cross-functional policy issue teams and working groups related to district and charter initiatives regarding special education, enrollment, facilities, accountability and evaluation, and others as the need arose

Responsible for evaluation of more than 20 new school applications through collaboration with other NYS authorizers to align the new school pipeline to district needs

Directed a large interdisciplinary team to achieve departmental priorities such as the disbursement of over $5 million dollars per year in charter school rental assistance

Featured speaker for a variety of operational, financial, regulatory, and advocacy events

Supervised 10 members of the charter authorizing and operations teams on a variety of projects

Director of School Supports New York City Charter School Center

October 2011 – December 2014

Supported the academic, operational, and financial development of 197 charter schools

Assisted in the development and implementation of a national program funded through the Michael and Susan Dell Foundation to support Replicating Quality Schools

Utilized sector-wide data to develop multi-year strategic plans and programs giving schools the information needed to succeed

Collected national and local best-practice exemplars to improve school best practices

Ensured that pre-authorized and new schools had the tools necessary for success through programs, resource development, and 1:1 consultations

Managed a program assisting over 5,000 teachers in 120 participating schools to meet state and federal teacher certification requirements

Supervised a city-wide test scoring consortium of 150+ schools scoring over 50,000 exams

Organized an annual job fair with 60+ schools, 800+ job seekers, and 25 volunteers

Assisted schools in using data-driven decision making and promoting data transparency to improve educational and operational outcomes

Department of Epidemiology Research Foundation for Mental Hygiene

Project Director - Consultant May 2011 – October 2011

Assisted in field trials to determine the impact of new DSM-V classification on students with disabilities

Developed resources to educate team members on project priorities

Created project specific instruments for querying mental health issues

Learning Science and Policy, Child Development, and Psychology University of Pittsburgh/UPMC

Project Coordinator/Data Coordinator and Analyst April 2003 – April 2011

Oversaw and evaluated academic programs and the implementation of whole school reform initiatives in Texas, Pennsylvania, and Michigan

Developed inquiry-based science curriculum for at-risk youth

Engaged in quantitative and qualitative data analysis and publication of peer-review reports


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Created public relations materials and campaigns to promote the interests of our work group

Data Analysis Consultant Governor Edward G. Rendell Re-election Campaign (PA)

May 2006 – November 2006

Analyzed polling and voter data to facilitate the creation of re-election field plans

Supported a fast-paced organization achieve its goals with data-driven decision making

Education:

Master of Science, Applied Developmental Psychology in Education University of Pittsburgh

Graduated April 2006

Thesis title: The Effects of School Quality on Positive Social Skills Among Low-income Boys Specialization: Policy, Learning Science, and Quantitative Methods and Evaluation

Bachelor of Science in Psychology, Minors in Sociology and Political Science University of Pittsburgh Program in Comparative Politics - Sydney, Australia Graduated April, 2003

Selected Grants

2020-2023: USDOE Rethink K-12 Education Models Grant - $19.9 Million 2018 - 2023: USDOE Expanding Opportunities Through Quality Charter Schools Program (CSP) Grants to

State Entities (CFDA Number: 84.282A) - $95.5 Million 2018 - 2021: USDOE National Dissemination Grant, Strengthening Charter School Authorizing Nationally

(CFDA Number: 84.282T with the National Association of Charter School Authorizers) - $2.39 Million 2018 - 2021: USDOE National Dissemination Grant, Advancing Great Authorizing & Modeling Excellence –

The “A-Game” (CFDA Number: 84.282T with the Institute for Excellence in Education) - $2.20 Million 2019: Tower Foundation and the Children’s Guild of Western NY, Seed Funding for the Opportunities

Collaborative for Differently Abled Students in Erie and Niagara Counties - $500,000

Leadership & Service

Board Member, Boys and Girls Club of the Capital Region, Board Development Committee Chair United States Department of Education Charter School Program Authorizer Advisory Group Invited Participant in Charter School COVID-19 National Advisory Group and COVID 19 Working Group:

School Quality & Accountability Selected as a “40 Under 40 Albany Rising Star” Invited participant - $2.2 million federal “A-Game” – Advancing Great Authorizing & Modeling Excellence National Association of Charter School Authorizers Leadership Program Member, National Charter School Resource Center (NCSRC) Technical Working Group Invited speaker at the NYS Data Analysis Technical Assistance Group Conference, the Alternative

Accountability Policy Forum, the National Association of Charter School Authorizers Conference, the National Charter School Alliance Conference, the Diverse Charter School’s Collation Symposium, and the NYS Charter Schools Conference,

Featured speaker at new charter school authorizer boot-camps Former Junior Board Member, Advocates for Children of New York Volunteer, YAI Network for Children and Adults with Developmental Disabilities

Selected Publications

NYSED American Rescue Plan Elementary and Secondary School Emergency Relief Fund Plan: http://www.p12.nysed.gov/funding/arp-esser/nysed-arp-esser-plan.pdf

Authorizer Conversations: David Frank on the Sprints, Strolls, and Marathon of Authorizing Through a Pandemic: https://soundcloud.com/user-959610162/authorizer-conversations-david-frank

Conversations with school leaders on responding to the COVID-19 Pandemic: http://www.p12.nysed.gov/psc/aboutcharterschools/COVID-19ForEducators.html

Supporting High Quality Education Options for At-Risk Students By Replicating Success: https://vimeo.com/398947911 and https://vimeo.com/398947918

Forbes Magazine: Using alternative measures of accountability to promote socio-emotional development in at-risk youth: https://www.forbes.com/sites/tomvanderark/2019/01/28/now-that-schools-are-promoting-broader-definitions-of-success-how-do-we-measure-progress/#4405adb0f153

Forbes Magazine: Good Governance: The Foundation For Good Schools: https://www.forbes.com/sites/tomvanderark/2019/02/27/good-governance-the-foundation-for-good-schools/#493dfe85f11b


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JASON E. HARMON

Education: Master of Science in Education, June 2007

Elmira College, Elmira, New York Bachelor of Arts in History and American Studies, June 2002 Summa cum Laude, Phi Beta Kappa, Omicron Delta Kappa Elmira College, Elmira, New York

Professional Experience:

New York State Education Department, Albany, New York Deputy Commissioner, Office of P-12 Operational Support: February 2022 to Present • Lead efforts to transform the Department from a compliance agency to one of

support for students, educators, administrators, schools, and other stakeholders. • Lead Board of Regents and Department initiatives that advance diversity, equity and

inclusion in schools across the New York State. • Oversee and direct all operational and administrative activities of P-12 Education

School Services consisting of the Offices of Accountability, Assessment, Information and Reporting Services, Innovation and School Reform, and School Business Supports;

• Provide recommendations, advice and technical assistance on program, policy and regulatory matters concerning academic standards, curriculum, instruction and student and school services to the Senior Deputy Commissioner, Commissioner, and Board of Regents;

• Work collaboratively with other Executive staff of the Department to implement the Department’s strategic and programmatic goals to create safe, nurturing, and engaging learning environments for all students;

• Develop and enhance strong working relationships with schools, districts, other educational organizations, the State Legislature, professional associations, governmental agencies, and various stakeholders in the educational, civic, and business communities to advance the State’s educational enterprise;

• Ensure implementation of the strategic programmatic and operational goals and priorities of the Commissioner and Board of Regents concerning student achievement and services;

• Oversee the development of policy, regulations and legislation affecting student services;

• Form or maintain relationships with internal and external educational experts/researchers to help drive Departmental decision making through data driven approaches and program evaluation; and

• Develop programmatic and operational improvements to increase the capacity of the Department, achieve efficiencies, and ensure an effective program, using technology and other tools.

New York State Education Department, Albany, New York Assistant Commissioner, Office of Accountability: November 2019 to February 2022 • Provide leadership, training, and supervision to a team of 70+ professional and

support staff located in Albany, Brooklyn, and Buffalo focused on ensuring equity and access to high quality educational programs for all students and promoting continuous improvement by providing support, resources, and oversight for schools and Local Educational Agencies (LEAs) in New York.

JASON E. HARMON


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JASON E. HARMON

Professional Experience (continued):

• Collaborate with the Deputy Commissioner for P-12 Education and colleagues from

all P-12 Program Offices to operationalize New York State’s approved Every Student Succeeds Act (ESSA) State Plan.

• Provide analysis and guidance to the Board of Regents, Commissioner, other senior managers, Office of Communications, and Office of Government Relations regarding ESSA policy issues.

• Oversee NYSED’s implementation of accountability status determinations of schools and districts, including Recognition Schools, Schools in Good Standing, Comprehensive Support and Improvement (CSI) Schools, Targeted Support and Improvement (TSI) Schools, Receivership Schools, and Target Districts using federally approved methodology in alignment with the approved ESSA plan.

• Oversee NYSED’s support of identified schools and districts in accordance to New York State’s approved ESSA plan through all stages of improvement process, including: supporting the implementation of Required Actions for identified districts and schools; conducting Needs Assessments at the onset of identification; supporting the annual School Comprehensive Education Plans (SCEP), District Comprehensive Improvement Plans (DCIP) Improvement Planning process; and providing on-going support to CSI and TSI schools.

• Oversee NYSED’s administration of more than $1.4 billion in federal education funds (ESEA Funds) to Local Education Agencies (LEAs) across the State each year to support the vulnerable student populations such as students experiencing homelessness, migratory students, students in neglected and delinquent facilities, displaced students, and students in struggling schools.

• Collaborate with the Chief Financial Officer to oversee NYSED’s interpretation of federal statutory requirements as part of the administration of more than $14 billion in federal stimulus and emergency response funds to address academic and health and safety needs created by the COVID-19 pandemic.

• Serve as a liaison with the United States Department of Education regarding topics such as accountability system requirements; ESSA plan amendments; program administration; guidance and technical assistance issues; and waiver requests on behalf of NYSED and Local Educational Agencies (LEAs).

• Lead the development of Board of Regents items, regulations, and legislation pertaining to the responsibilities of the Office of Accountability

• Provide interim leadership and supervision (since May 2020) to the daily operation of the Office of Innovation and School Reform (OISR) in support Receivership Schools, including implementation of performance management systems.

New York State Education Department, Albany, New York Chief, Bureau of School Improvement Planning / Director, Office of ESSA-Funded Programs: September 2017 to November 2019 • Provide leadership, training, and support to a team of 28 program staff responsible

for overseeing the administration of federal programs, including: Title I Part A; Title I Part C; Title I Part D; Title I School Improvement; Title II Part A; Title IV, Part A, Title V, Part B; McKinney-Vento; Temporary Emergency Impact Aid; and Assistance for Homeless Children and Youth.

• Provide analysis and guidance to senior management about ESSA funding issues. • Serve as a liaison with the United States Department of Education regarding topics

such as program administration; guidance and technical assistance issues; fiscal monitoring reviews; and waiver requests on behalf of NYSED and LEAs.


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• Lead the development, implementation, and evaluation of procedures and protocols

for the timely review and approval of approximately 1,000 LEA Consolidated Applications and program budgets.

• Lead the development, implementation, and evaluation of risk-based monitoring procedures and protocols to designed to review LEA compliance with federal program and fiscal requirements.

• Lead the development, implementation, and evaluation of technical assistance resources focused on implementation of ESEA programs and initiatives that ensure equity and access to high quality educational programs for all students, consistent with the approved NYSED ESSA plan.

• Oversee the process of calculating and verifying nearly $1.4 billion in annual allocations for eligible LEAs.

• Collaborate with colleagues from all P-12 Program Offices to operationalize critical components of New York State’s approved ESSA State Plan.

• Support the development of Regents items, regulations, legislation, and litigation materials pertaining to the responsibilities of the Office of Accountability.

New York State Education Department, Albany, New York Supervisor of Education Programs: December 2015 to September 2017 • Support program staff overseeing the administration and implementation of multiple

federal programs, including: Title I Part A; Title I Part C; Title I Part D; Title I School Improvement; Title II Part A; Title VI; and McKinney-Vento.

• Provided leadership to review and monitoring of more than 500 Improvement Plans for Focus Districts, Priority Schools, and Focus Schools.

• Served as a liaison with the United States Department of Education’s Office of State Support regarding topics such as program administration; guidance and technical assistance issues; and fiscal monitoring reviews.

• Lead the NYS Education Department’s transition to an online platform for administering the Department’s administration of annual Consolidated Application.

• Co-lead Supporting All Students and Private School Consultation workgroups comprised of statewide stakeholder groups during development of ESSA State Plan.

• Supported the calculation of more than $1.25 billion in annual Title I and Title II Part A allocations for more than 950 eligible school districts and Charter Schools.

• Reviewed and approved Consolidated Applications and budgets for LEAs, including more than $700 million in federal funds for the NYC Department of Education.

• Participated in on-site monitoring of LEAs to determine compliance with federal program requirements and provide targeted technical assistance.

New York State Education Department, Albany, New York Associate in Educational Improvement Services: September 2013 to December 2015 • Provided technical assistance to Local Education Agencies on the development and

implementation of Title I programs and ESEA initiatives. • Co-lead the review of 62 District Comprehensive Improvement Plans and more than

500 School Comprehensive Education Plans for Priority and Focus Schools, including those identified under Receivership legislation.

• Reviewed and approved Consolidated Applications and budgets for Local Education Agencies, including more than $700 million in federal funds for the New York City Department of Education.


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• Participated in on-site monitoring of LEAs to determine compliance with federal

program requirements. • Translated ESEA policy and provided guidance to district and internal staff. • Researched the infrastructure needed to migrate the annual Consolidated Application

from a paper document to an electronic format. Greater Southern Tier (GST) BOCES, Elmira, New York Grant Writing Coordinator: May 2008 to September 2013 • Served as a liaison with multiple program offices at NYSED on behalf of 14

component school districts and the Greater Southern Tier BOCES. • Provided guidance on state and federal regulations and legislation, including the

Elementary and Secondary Education Act (ESEA), the Individuals with Disabilities Education Act (IDEA), and the Carl D. Perkins Career and Technical Education Act.

• Assigned and monitored team workloads based on capacity and expertise. • Facilitated weekly meetings for a nine-member team. • Reviewed print and online professional newsletters and journals in order to

disseminate information to team members and customers. • Provided compliance training and technical assistance to district leaders. • Identify and disseminate potential sources of grant funds to 14 component school

districts based on identified district needs, goals, and strategic plans. • Facilitated collaborative program planning, including identifying needs; creating

project goals and objectives; identifying strategies to meet program goals; identifying partnerships; determining project timelines; identifying evaluation plan; and developing project budgets.

• Provided management and oversight of program budgets and grant-related expenditures, including time and effort documentation, compliance monitoring and end-of-project fiscal reporting.

Greater Southern Tier BOCES, Elmira, New York Educational Grants Specialist: April 2006 to May 2008 • Identified and disseminated potential sources of grant funds to district leaders. • Cultivated relationships with funders including federal, state and regional entities. • Facilitated program planning, including identifying needs; creating project goals and

objectives; identifying strategies to meet program goals; identifying partnerships; determining project timelines; identifying evaluation plan; and developing budgets.

• Completed all grant materials, including project forms; narratives; budgets; and budget narratives.

The ARTS of the Southern Finger Lakes, Corning, New York Director of Arts Education: November 2005 to April 2006 • Administered the Local Capacity Building Regrant Program focused on supporting

arts partnerships between schools and cultural organizations or individual artists. • Oversaw the implementation of National Youth Art Month activities involving more

than 750 students from approximately 10 schools in a three-county service area. • Developed an arts in education and teacher professional development plan for

provide a systematic and collaborative approach for expanding the breadth and depth of student’s experience with the cultural resources of the Southern Tier Region.

• Developed successful grant proposals for regional arts in education programming and teacher professional development.


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JASON E. HARMON

Professional Development and Growth:

National Title I Association/ NAESPA Conferences (Summer 2017, Winter 2018, Winter 2020) US Department of Education Combined Federal Programs Meeting (2016, 2018) National Title I Association/ NAESPA Region 2 Alternate Representative (2017, 2018) PEF/GOER Leadership Development Program (2015) GST BOCES Emerging Leaders Institute GST BOCES Supervisors, Administrators and Managers Summer Retreat Brustein & Manasevit Spring Forum (2012, 2013, 2014) Grant review panelist for NYSED 21st Century Community Learning Center program (Rounds 4,5, and 6)

Community Involvement:

Saratoga County Department of Social Services Certified Foster Care Parent Ballston Spa Soccer Club Soccer Coach Chemung Valley Soccer Association Coach Chemung County Library District Board Member and Finance Committee Salvation Army Advisory Board Member Chemung County Youth Bureau Summer Cohesion Board Member

References: Available Upon Request


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ANGELIQUE E. JOHNSON-DINGLE

ACCOMPLISHMENTS

• Facilitated the creation of the Western Suffolk BOCES K-12 Virtual Learning Program for

medically fragile students and families.

• Initiated regional discussions to promote and support Diversity, Equity, and Inclusivity.

• Orchestrated the development of the Long Island Student Forum.

• Organized professional learning sessions for the Superintendents of Suffolk County on Diversity,

Equity, and Inclusivity.

• Co-Chair of the Suffolk County School Superintendents’ Association (SCSSA) Diversity, Equity,

and Inclusivity Committee.

• Designed and implemented professional learning courses to align current practices with Next

Generation Learning Standards.

• Developed a Long Island-wide program to support and cultivate Teachers as Leaders.

• Partnered with Institutions of Higher Education to offer graduate programs to teachers.

• Experienced teacher in elementary and secondary grade levels.

• Implemented successful reading and instructional strategies for students.

ADMINISTRATIVE AND TEACHING EXPERIENCE

March 2022- Present, Deputy Commissioner of P-12 Instructional Support, New York State Education

Department

• Oversee Curriculum and Instruction, Special Populations, including English Language Learners

and Students with Disabilities, Early Childhood Education, School Safety, Career and Technical

Education, and Expanded Learning Opportunities.

October 2016- March 2022, District Superintendent, Western Suffolk BOCES

• Official regional representative for the New York State Commissioner of Education.

• Assists component school districts with the interpretation and implementation of New York State

education laws, regulations and policies.

• Facilitated the creation of the WSB Online Toolkit to offer online tools and resources for

teachers, students and parents.

• Assisted the NYSED with the development of the Diversity, Equity, and Inclusivity CoSer.

• Member of the District Superintendents Standards, Instructional, and Assessment Committee.

• Serves as a panel member for the edTPA Multiple Measures Review Process (MMRP).

• District Superintendent liaison to the BOCES Staff Curriculum Development Network (SCDN).

July 2014 – October 2016, Divisional Director for Instructional Support Services, Western Suffolk

BOCES

• Senior Administrator responsible for instructional support services for 18 local school districts.

• Facilitated regional efforts to strengthen communication networks and develop regional capacity

for instructional excellence.

• Provided leadership in the delivery of services related to curriculum and instruction, assessment,

school library, teacher center, outdoor environmental education, school planning, student support,

professional development, model schools, distance learning, regional summer school and law


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related education.

• Supervised the administration of instructional technology programs including emerging

technologies, instructional management systems, telecommunications networks, E-rate, and

guidance services.

July 2009-June 2014, Suffolk’s Edge Teacher Center Director, Program Administrator, Divisional

Administrator, Western Suffolk BOCES, Instructional Support Services

• Assisted in monitoring the Divisional budget.

• Facilitated APPR and Danielson training for W.S. BOCES Internal Programs and component

districts.

• Responsible for managing and overseeing the School Library System, Regional Summer School,

Planning, and Suffolk’s Edge Teacher Center.

• Coordinated and facilitated professional learning for eleven school districts and over 5,000

teachers.

• Facilitated the development of a Common Core curriculum map for the Special Education

Division of Western Suffolk BOCES.

• Served as a liaison between the State Education Department and the region to ensure districts are

following all aspects of Race to the Top.

• Facilitated training for Teacher Center directors on various components of Race to the Top.

May 2007-August 2007, May 2008-August 2008, Summer School Assistant Principal, Uniondale High

School

• Assisted in coordinating the Regents Examinations master schedule.

• Created and implemented Regents review classes.

• Managed school wide attendance on a daily basis utilizing a student management system.

• Utilized ConnectEd to communicate important information to parents.

• Assisted in creating the master schedule.

• Conducted teacher observations and supervised staff.

• Facilitated parent meetings to improve student conduct and increase parent involvement.

September 2007 - August 2009, 9th Grade Facilitator for Small Learning Communities, Uniondale

School District

• Coordinated, implemented, and conducted professional development based upon the needs of the

teachers and students.

• Utilized data from student passing rate and surveys to improve program design.

• Assisted in creating the master schedule.

• Created a curriculum for the advisory class and redesigned the 9th grade master schedule to

reinforce teaming.

• Assisted in maintaining the grant budget.

• Increased the number of AP and college level courses offered in the 11th and 12th grades by 25%.

• Created and implemented the Honors Accreditation Project to help increase student’s enrollment

honors classes.

• Completed and submitted yearly reports to maintain grant funding from the federal government.

2005 - 2009, Reading Teacher, Language Arts Teacher, Literacy Coach, Uniondale School District

• Created and implemented interdisciplinary lessons in science, social studies, math, and English

utilizing various methods of technology.

• Provided mini-lessons and strategies to enhance reading comprehension, vocabulary and writing

skills in content area classes.

• Aligned 9th Grade Social Studies curriculum with 9th Grade English curriculum.


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• Utilized data from benchmark exams to create action plans and inform instruction for struggling

students.

• Facilitated initiatives to assess student reading levels to target and differentiate instruction.

• Created a modified version of the Ninth Grade World History curriculum for struggling readers.

• Coached teachers to incorporate reading strategies in content area classes.

2004-2005, Administrative Intern, East Ramapo Central School District

• Developed and implemented a school wide character education program that also provided

teachers with common planning time.

• Revised English Language Arts objectives from Kindergarten to Grade 12 in accordance with

New York State Learning Standards.

• Conducted professional development workshops on balanced literacy and leveling libraries.

• Revised and aligned New York State Math curriculum with the current district objectives.

• Coordinated and conducted a district-wide presentation on data driven decision making.

• Worked collaboratively with staff to incorporate successful strategies and techniques for

differentiating instruction.

2000-2005, Elementary Teacher, East Ramapo Central School District

• Generated and implemented lessons aligned with New York State Standards, district objectives,

and balanced literacy.

• Utilized data from various authentic and formal assessments to target and differentiate classroom

instruction.

• Prepared students for New York State Exams using test-taking strategies that promote higher –

order thinking.

• Developed and incorporated a Balanced Literacy Program with effective mini-lessons that

supported independent, guided, and shared reading and writing. The program integrates literacy

centers, literature circles, and writing with daily assessments through teacher and student

conferencing.

• Promoted and enhanced community relationships through the development of school - community

events and programs.

• Participated in a district pilot program that integrated math instruction and technology.

EDUCATION 2004 - 2006, M.S. in Educational Administration, Long Island University

2002 - 2004, M.S. in Education, Long Island University

1995 - 1999, B.S. in Elementary Education, Lincoln University

QUALIFICATIONS New York State Permanent Certification as a School District Administrator

New York State Permanent Certification in Reading

New York State Permanent Certification in Elementary Education


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Rose M. LeRoy

Work Experience Summary

March 2016 – Present: Director of Educational Data and Research: New York State Education Department

May 2014 – March 2016: Assistant Superintendent for Curriculum and Instruction: Altmar Parish Williamstown Central School District

July 2010 – May 2014: Director of Curriculum, Assessment, Data, Accountability and Special Education: Altmar Parish Williamstown Central School District

July 2008- June 2010: Middle School Principal (5-8): Altmar Parish Williamstown Central School District

July 2005 – June 2008: District Curriculum Coordinator: Altmar Parish Williamstown Central School District

July 2005 – June 2008: Reading First Coordinator: Altmar Parish Williamstown Central School District

October 2004 – June 2005: District Curriculum Coordinator: Altmar Parish Williamstown Central School District

October 2004 – June 2005: Assistant Middle School Principal and District Curriculum Coordinator: Altmar Parish Williamstown Central School District

October 2004 – March 2016: Data Administrator and Central Information Officer: Altmar Parish Williamstown Central School District

June 2004 – September 2004: Supervisor of Programs for Exceptional Students (Lewis County) Supervisor of Related Services (Jefferson and Lewis Counties): Jefferson-Lewis-Hamilton-Herkimer-Oneida BOCES

June 2001 – June 2004: 7-12 Principal, Endeavor Alternative Middle School, Regents High School and GED Program (Watertown): Jefferson-Lewis-Hamilton-Herkimer-Oneida BOCES

June 2001 – June 2002: K-12 Principal/Administrative Intern: Lyme Central School District

September 1990 – June 2001: Reading Specialist: South Jefferson Central Schools

September 1990 – June 2001: Model Schools Liaison, Workshop Facilitator, ICLASS Operator, SYSOP and Turn Key Trainer: Madison Oneida County BOCES

September 1987 – June 1990: Elementary Teacher, Grade 6: South Jefferson Central Schools

September 1985 – June 1987: Elementary Teacher, Grade 3: South Jefferson Central Schools

189 Washington Ave. Albany NY 12234

Phone (518) 474-7965E-mail: [email protected]


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Rose M. Ranger-Darby Curriculum Vitae 2

Leadership Experience Summary

New York State Education Department – Director of Educational Data and Research: Responsible for management and oversight of the Office of Informational Reporting Services and the Office of Educational Development and Technology. Including supervision of over fifty employees; thirty-nine data analysts, eight educational technology and library media specialists, and eleven application developers.

• Managing the data teams to complete all aspects of data collection and reporting for all aspects of Federal, Special Education, Higher Education, Assessments including 3-8 CBT, Accountability, Teacher/Educator, Fiscal Data, Career and Technical Education, Contact information for Schools, Course Data, Enrollment, Graduation Rate and Postgraduate plans, NRC (Need-to-Resource Capacity) Categories, Public school registration, School counts by grade, and School Safety and Educational Climate (DASA and VADIR).

• Oversee the collaboration between our application developers from Information Technology to develop and enhance information reporting systems for the field to collect and report data such as: Basic Education Data System (BEDS) including IMF and ePMF; Information and Reporting Services Portal (IRSP), Level 0 and Level 0 Historical, Level 2 Reporting Environment (eScholar/Oracle), New York State Student Identification System (NYSSIS), Violent and Disruptive Incident Reporting (VADIR), Material Incidents of Discrimination and/or Harassment (DASA), Special Education Data Collection and Reporting (SEDCAR), School Information Repository System (SIRS), Teacher Access and Accountability system (TAA), PD System, and Unique Identifier Audit System (UIAS).

• Manage and oversee the coordination of numerous vendors to provide guidance f student management systems in order to update and maintain their systems to enable public nonpublic and charter schools, districts, and BOCES to report data SIRS

• Oversee the ongoing development and implementation of the NYS Public Data Site (www.data.nysed.gov) for the reporting of student, school, district and state data including: Elementary/Middle level ELA and Math Assessments, NYS Report Cards, School and District Accountability, Graduation Rate, Education Statistics, Expenditure per Pupil, and English Language Learners.

• Oversee the development and implementation of the NYS Information Data Dashboard for the reporting of Higher Education Data including: Institution Profiles, enrollment reports, student aid and college cost of attendance, enrollment and services for students with disabilities, certification of earned degrees conferred (Bundy Participants only), Performance measures for credit bearing career and technical education programs, Institutional activity, fall degree-credit enrollment, residence and migration enrollment, admission and academic preparation, and graduation rate report (full-time undergraduates).

• Management and oversight of the office of Educational Design and Technology guides the effective integration of technology to transform learning environments statewide. The office is responsible for: instructional technology plans, computer based testing (in collaboration with the Office of State Assessment), Coordinate NYSED programs to implement learning technologies, coordinate and facilitate educational programs and initiatives pertaining to technology, facilitates the alignment of University of SUNY New York (USNY) partners for increased learning opportunities and student achievement, funding opportunities for educational technology such as the Learning Technology Grants, the Smart Schools Bond Act, ad E-Rate, provide toolkits and information for internet safety


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and cyber bullying, provide guidance with Online and Blended learning regulations, support for school library services, and the EngageNY Portal.

• Oversee the development and implementation of statewide projects, workgroups and committees for the Department including: Data Releases, ESSA, ESSA Regulations and Legislative Implementation subcommittee, College, Career, and Civic Readiness (CCCR) indexes, Chronic Absenteeism, Demonstrable Improvement, COGNOS, Controlled Unclassified Information (CUI), COSER workgroups, Data Documentation, Data Management, Data Quality and Timely Reporting, Data Warehouse Retention Active and Achieved Status, DataMarts, Ed-fi Data Governance, Ed-First Professional Learning Initiative, Grad Application and modifications to Level 2 application tools, Higher Ed Data Collection, High School Equivalent Pathway Diploma, Middle Grades Longitudinal Study, Persistently Struggling and Struggling Schools, PTECH, Receivership, School Climate Survey, Social Emotional Learning, Staff Evaluation, Data Privacy Advisory Council, Building Educator Capacity, Education Superhighway K-12 Connectivity, REL-NEI Graduation Pathways Study, and SAANYS Governmental Relations Committee.

Altmar Parish Williamstown Central School District – Assistant Superintendent of Curriculum and Instruction: Responsible for the all aspects of Curriculum, Instruction and Supervision of Administration for the Altmar Parish Williamstown Central School District (APW CSD). Including implementation of the Common Core Curriculum (Core Instructional Program), Implementation of the NYS Social Studies Framework, Implementation of the Next Generation Science Standards, NYS APPR (Annual Professional Performance Review), Central Information Officer, Data Warehouse verification, certification preparation for the superintendent and Accountability, Assessments, District Registration, Grant management, Budget, Professional Development, Highlights include:

• Working with the Board of Education and Superintendent on implementation of all aspects of the NYS Regents Reform Agenda in the Altmar Parish Williamstown Central School District including APPR, Common Core Implementation, Next Generation Science Implementation, NYS Social Studies Framework Implementation, Data Driven Decision Making, and State reporting.

• Successful implementation of the Common Core curriculum P-12 including adaptation and implementation of NYS curriculum modules in math and ELA. Training for over 150 teachers and 6 administrators was conducted. All materials and supplies delivered to teaching staff in an “in time” methodology that included training. Implementation of a technical solution to new curricular and instructional materials that included the management of installation of smart boards to all classrooms and technology integration including blended learning in the Altmar Parish Williamstown Central School District.

• Responsible for all Federal Grant management (Consolidated and IDEA) in addition to General curriculum budgets. Worked with Superintendent and Business Administrator to eliminate the current Budget gap for the 15 – 16 school year while maintaining current teaching positions in core classrooms, expanding art and music offerings, and adding STEM, extended school day and school year opportunities. This was accomplished by supporting the development of a master schedule that increased teacher student contact time (expanded learning opportunities) as well as increasing rigor across all content areas.

• Continued a collegial and collaborative relationship with the Altmar Parish Williamstown Faculty Association, CSEA employees bargaining unit, Altmar


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Parish Williamstown Clerical Unit, and Altmar Parish Williamstown Administrators’ Association. Successfully conducted contract negotiations with bargaining units.

• Responsible for leading the district Mentor Teacher Intern Program committee and coordinating all professional development for mentors and interns throughout the year, coordination of all professional development both embedded and for PK-12 superintendent days, coordination of data training for registrars and clerical staff with our student information system, IEP Direct, My Learning Plan, and New York State Reporting systems (Level 0 and the business portal).

• Maintains district-wide Title IX officer, DASA Coordinator, and Civil Rights Officer. Facilitates the district’s Excellence in Student Achievement (ESA) Committee, participates in the district Board of Education Policy Committee. Member and participant of the district’s Code of Conduct Committee.

Altmar Parish Williamstown Central School District Director of Curriculum, Assessment, Data, Accountability and Special Education: Responsible for the all aspects of Curriculum, Instruction, Assessment, and Professional Development for the Altmar Parish Williamstown Central School District (APW CSD). Including implementation of the Common Core Curriculum (Core Instructional Program), and NYS ELA and Math Module Adoption 2012-present, NYS APPR (Annual Professional Performance Review), Central Information Officer, Data Warehouse verification, certification preparation for the superintendent and Accountability, Overseeing District Registration, Grant management, and Budget, Highlights include:

• Central Information Officer for NYSED Data Warehousing 2004 to present; responsible for all NYS and PD Reporting verifications and certification preparations for the superintendent. Uploading of all Level 0 Teacher and Principal evaluation data and of all Level 0 Historical changes. Assists the superintendent with data reports, board reports, along with the development of district-wide plans (APPR, PDP, SDM, RTI, and CDEP) and the development of building and district data teams.

• Interim Director of Special Education 2013-14 to support district transition to a new administration structure in 2014-15. Supervise the implementation of educational and instructional special education programming PK-12, maintaining compliance with Part 200 Commissioner Regulations.

• Coordination of all PK-12 Curriculum; NYS CCLS Module Adoption 2012 to present including all professional development for district-wide curriculum and instruction in alignment with RTTT and the Regents Reform Agenda. Maintaining a cohesive working relationship with all instructional leadership and staff to develop and implement plans to improve student achievement. Worked closely with the Oswego County BOCES (OCB), the OCB Network team, CSE Advisory Council, and other district representatives through the Curriculum and Instructional Council to plan a cohesive curriculum and instructional plans for the district and county. Supervise the implementation of educational and instructional programs PK-12, maintaining compliance with Part 100 Commissioner Regulations.

• District-wide assessments and scoring coordinator, 2004 – present along with District-wide Title IX Officer and District DASA Coordinator 2005 – present.

• Financial federal grant management of Title I, Title IIA, Title VIB, IDEA 611, IDEA 619, and MTIP along with program management including local district


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curriculum programming PK-12 all core and special areas, 2008 to present.

Altmar Parish Williamstown Central School District Middle School Principal (Grades 5-8): Responsible for the all aspects of supervising all 5-8 staff and students. Responsible for all aspects of Curriculum, Instruction, Assessment, and Professional Development for the Altmar Parish Williamstown Central School District (APW CSD) PK-12. Including implementation of the NYS Standards and local Altmar Parish Williamstown Curriculum, Altmar Parish Williamstown APPR (Annual Professional Performance Review) of all 5-8 teachers and support staff, Central Information Officer, Data Warehouse verification, certification preparation for the superintendent and Accountability, Grant management, and Budget, Highlights include:

• Instructional and curriculum leader for all 5-8 core and special area programming including support of the Altmar Parish Williamstown Middle School Rural After School Program. Provided professional development for all 5-8 programming needs and district professional development initiatives PK-12. Coordinated all district assessment and scoring of the NYS 3-8 Assessment Program. Completed all teacher APPR and local staff evaluations

• District coordination and financial management of Title IIA, Title IV, MTIP and 21st Century grants.

• Assist the superintendent with coordination of all NYS Data Warehouse verifications and data certification process. Assist the superintendent with development of District-wide plans (RTI, AIS, and CDEP).

Altmar Parish Williamstown Central School District Curriculum and Reading First Coordinator: Responsible for all aspects of Curriculum, Instruction, Assessment, and Professional Development for the Altmar Parish Williamstown Central School District (APW CSD) PK-12. Including implementation of the NYS Standards and local Altmar Parish Williamstown Curriculum, Altmar Parish Williamstown APPR (Annual Professional Performance Review), Central Information Officer, Data Warehouse verification, certification preparation for the superintendent and Accountability, Grant management, and for all aspects of supervising all elementary faculty and staff with Reading First implementation. Highlights include:

• District-wide Title IX officer, Coordination of 3-8 testing, scoring, K-12 curriculum, K-5 Reading First and K-12 professional development. Implementation of Reading First Reading Coaches and Reading First instructional training. Maintained full coordination of the Reading First, Title IIA and Title IV Grants.

• Conducted Reading First Walk-throughs for instructional staff in three elementary buildings; facilitated principal meetings for coordination of Reading First practices and Curriculum Implementation.

• Facilitate curriculum mapping for all content areas/instructional staff K-12 with local district benchmarking of the NYS Standards.

• District Central Information Officer responsible for cleaning up our district data and correct errors with the local Student Information System for NYS Data reporting. Worked with both the Reading First and CNYRIC staff to complete level 0 uploads for RF and the Level 2 uploads for NYS reporting.


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Altmar Parish Williamstown Central School District Middle School Assistant Principal and District Curriculum Coordinator: Responsible for all student discipline of 6-8 students, Character Education programming for 6-8, member of the District Board Policy Committee, County-wide Curriculum and Instruction Council, District Code of Conduct Committee, District Health and Safety Committee, and RTI Leadership team. All aspects of Curriculum, Instruction, Assessment, and Professional Development for the Altmar Parish Williamstown Central School District (APW CSD) K-12 including implementation of the NYS Standards and local “K-6 Singapore Math Instructional Best Practices to Support Elementary Mathematics” APW Curriculum Work Sessions. Parish, New York. January 2013. Highlights include:

• Utilized Control Theory and Restitution for student behavioral intervention with student discipline referrals grades 6-8. Developed character education programming and In-school suspension support systems for students with continued discipline problems. Worked with parents and community members to support student discipline issues.

• Coordinated work from participation with specific district-wide committees (Board Policy, CIC, Code of Conduct, Health and Safety, and RTI Leadership) to impact district-wide student programming.

• Coordinated professional development planning with a district-wide shared decision making committee for Superintendent’s Conference Days; Worked with elementary principals to coordinate professional development and data driven instruction implementation for Curriculum at K-8 Program Coordination Meetings (PCM’s) and K-8 Curriculum Development Days (CDDs).

• Provided support to all Middle School staff as Chairperson of the Altmar Parish Williamstown MS Character Education committee and District Drug and Alcohol Task Force. Member of the Middle School Instructional Service Team, Design Team, and District Shared Decision Making Committee.

• Coordinated with the Business Office to maintain supervision of all Middle School Extra Curricular Activity Accounts.

Jefferson-Lewis-Hamilton-Herkimer-Oneida Board of Cooperative Educational Services Supervisor of Programs for Exceptional Students (Lewis County) and Supervisor of Related Services (Jefferson and Lewis Counties): Responsible for supervision of all related service and special education staff and programming. Highlights include:

• Participation in CSE meetings assisting with decisions on special programming for identified students.

• Responsible for recruiting, training and evaluating staff. Conducted physical supervision of teachers, classroom observations and evaluations for all special education program teachers. Supervised instruction of 6:1, 8:1, 12:1 and 15:1 programs, tutors for homebound instruction and related services for Lewis County. Managed budgets and formulate itinerate schedules.

• Supported staff with coordination of curriculum development with NYS Standards, benchmarks, goals, objectives and mapping.

Jefferson-Lewis-Hamilton-Herkimer-Oneida Board of Cooperative Educational Services Supervisor of Instructional Services, Principal of the 7-12 Endeavor Alternative Education Program: Responsible for development and implementation of an


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Alternative Regent’s Educational program, supervision of teachers, student discipline and development of an alternative community with all stakeholders. Highlights include:

• Complete educational and logistical development and implementation of a 7-12 Regents Alternative Program for school districts in Jefferson and Lewis Counties maintaining compliance with all Part 100 regulations. Responsible for recruiting, training, evaluating and supervising staff and instruction programs for the Endeavor Alternative Education Program and GED programming for Jefferson County. Manage program budgets; formulate student, staff, and building schedules. Serviced students from eleven districts, grades 7-12 from Jefferson and Lewis Counties.

• Developed town meeting format for student leadership development including in-program management of food service distribution, marketing / sales for student leadership and real world application initiatives.

• Curriculum Leader: facilitate alignment, analysis and curriculum writing for grades 7-12. Completed assessment analysis and score calibration; guided staff in using data to drive instruction.

• Responsible for design and implement program and staff development of instructional and behavioral strategies.

Jefferson –Lewis – Hamilton-Herkimer-Oneida Board of Cooperative Educational Services K-12 Principal/Administrative Intern: Lyme Central School District: Responsible for K-12 administration, student discipline, elementary curriculum, supervision of teachers, supervision of special programs and ESL. Highlights include:

• Coordination of K-6 science curriculum, assessment alignment, and curriculum mapping. Coordinated guided review and evaluation of textbooks and educational resource science materials.

• Provided all professional development in curriculum, instruction, and assessment to K-6 instructional staff including special education and ESL staff.

• Analyzed student and program data to further academic intervention programming for grades K-6 Reading and Math and 7-12 English, Social Studies, Science and Math.

South Jefferson Central Schools Reading Specialist Grades K-2, 5-12; Supervisor of Reading Teaching Assistants; Elementary Classroom Teacher Grades 3 and 6: Responsible for classroom instruction grades 3 and 6. Responsible for Remedial and Developmental Reading (Grades K-2, 5-9), Developmental Writing intervention (Grades 7-9), Developmental English (Grades 9-11), Global Studies and American History Remedial Intervention Instruction (Grades 9-12). Highlights include:

• Created, developed and implemented all Developmental Reading and Writing Programs (Grade 5-12), Guided Reading programs (Grade K-2), and Grade 1 Reading Education Advancement Program (REAP).

• All aspects of development and implementation of a school-wide parent volunteer program; Family Literacy workshops; Teacher Assistant training programs and collaborative teaching models K-12.

• Facilitated Social Studies Grades 5-8 curriculum review, staff development in curriculum alignment, assessment analysis and writing parallel DBQ’s for instruction and local assessment.


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• Responsible for collaborating curriculum, assessment analysis and developing local literacy K-6 benchmark assessments.

• Active participant in K-6 Handwriting, K-3 Spelling and K-6 Science Curriculum Committees.

• Mentor for Reading Graduate Students and Undergraduate Student Teachers.

Madison Oneida County Board of Cooperative Education Services: Model Schools Liaison, Workshop Facilitator, ICLASS Operator, SYSOP and Turn Key Trainer: Responsible for supporting planning and development of technology support and instructional integration in the classroom. Highlights include:

• Develop and facilitate technology integration workshops for after school and summer professional development opportunities in Jefferson County.

• Supported South Jefferson Central School District as ICLASS and SYSOP operator and training.

Technical Experience Summary

Management of programming for the purposes of information integration and analysis. Proficient in use of data mining tools on PC platforms. This requires knowledge of all facets of technology data systems including COGNOS, Data Mentor, OASYS, IEP Direct, RTiM Direct, My Learning Plan, and WinCap,

Identification and acquisition of relevant data for the purpose of evaluating performance and effectiveness of special and state mandated projects against predefined goals and objectives. This requires knowledge of data manipulation from various independent sources. Verification of program results through the use of data analysis including final reports for numerous federally funded programs, design of ESEA, ESSA, NCLB, RTTT, APPR, CEP and PDP plans.

Proficient in the use of Microsoft Word, Excel, Power Point, Publisher as well as state and federal reporting systems.

Grant Proposals, Contracts and Human Resources

Co-facilitated coordination of statewide contractual deliverables of the Level 2 Data Warehouse and subcontractors. Engaged in review and coordination of Human Resources of recruitment, hiring, and evaluation protocols, Internal Control forms, budget and contract RFP, RFP reviews, and RFQs. Engaged in review of Smart School Bonds as requested by the Office of Ed Management Services in conjunction with the Office of Educational Design and Technology prior to the meeting of the Smart Schools Review Board with the Division of Budget. Provide guidance for further revision and coordination of 793 Plans and District Tech Plan Surveys. Facilitated coordination of the development of the NYSED Smart Schools Bond Initiative Grant for APW CSD; received preliminary approval for construction projects November 2015 with final online submission anticipated January 2016. $2.4M.


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Facilitated and coordinated the development of the NYSED District Instructional Technology Plan Survey as per Section 753 of the Education Law and per Part 100.12 of the Commissioner’s Regulations. Submitted, approved and on file with NYSED August 2015. Altmar Parish Williamstown Central School. “Consolidated Grants – Title VI Part B” August 2015. $25,453.

Altmar Parish Williamstown Central School. “IDEA Part B Section 619” July 2015. $16,791.


Altmar Parish Williamstown Central Schools. “Consolidated Grants – Title I A&D” July 2015. $314,644.

Altmar Parish Williamstown Central School. “Consolidated Grants – Title IIA” July 2015. $79,902.

SUNY Owego’s School of Education, Team Sheldon Consortium Professional Development School 2015-16. $7,093. Oswego County BOCES “Teaching is the Core Grant; #SA-17 Building Assessments” Program Manager Vicki Jones, NYSED (administered through CiTi – Oswego County BOCES) July 2014. $199,687.





SUNY Owego’s School of Education, Team Sheldon Consortium Professional Development School 2014-15. $7,093. Altmar Parish Williamstown Central School. “Consolidated Grants – Title VIB” September 2013. $25,750.


Altmar Parish Williamstown Central School. “Consolidated Grants – Title VIB” September 2013. $26,700.



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Altmar Parish Williamstown Central School. “ARRA – Race to the Top” July 2013. $24,693.



Oswego County BOCES “Teaching is the Core Grant; Assessment Audit Project”. Principal Investigator Cathy Chamberlin (administered through CiTi, Oswego County BOCEs). July 2013. $180,600.

Altmar Parish Williamstown Central School. “Mentor Teacher Intern Program” July 2012. $8,363.

Altmar Parish Williamstown Central School. “ARRA – Race to the Top” July 2012. $15,312.



Altmar Parish Williamstown Central School. “Consolidated Grants – Title VIB” September 2012. $27,492.



State Taskforces and Projects

Member and participation in collaboration with the NYSED Office of Accountability for the Demonstrable Improvement Workgroup standing member March 2018 – present. Member and participant in collaboration with other NYSED Program offices for the Data Privacy Advisory Council (DPAC) standing member October 2017 – present. Coordination in collaboration with the Office of Child Nutrition for the Statewide Level Match Project June 2017 – present. USNY Technology Policy and Practice Council (TPPC) NYSED standing member March 2016 - present. Member and participant in collaboration with other NYSED Program offices for the Accountability realignment and Section B Standards and Curriculum meetings; Educational Policy Committee; and Engaging Educators in Understanding and Implementing the New York Learning Standards Project. March 2016 – present New York State Education Department and Educational Resource Strategies: SEA Allocation of Agency Resources towards different function and strategic initiatives. June 2016 – August 2016.


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Participant in collaboration with other NYSED Program offices for the Commissioner’s Advisory Council for New York State Teacher and standing member October 2016 – present. Student Management System Data Migration and Implementation to SchoolTools. Project Manager August 2015 – March 2016. New York State Education Department and Educational Resource Strategies: NYS Teacher Compensation Workshop. August 2015. New York State Education Department and Educational Resource Strategies: NYS Principal Training Webinar. August 2015. New York State Education Department and Educational Resource Strategies Pilot Project: Session 1: Individual School Kick-off, Data Collection and Preliminary Analysis; Session 2: Building a Strategic Budget; Session 3: Transforming District Spending Patterns; Session 4: Transform School-level Resource Use; Session 5: Transform Human Capital Strategy; Session 6: Sharing your District Strategic Plan. October 2014 – June 2015. Extended School Day and Extended School Year with The National Center for Time and Learning. District and School Level Kick-off, and Strategic Planning for Implementation (2-year process). December 2014 – Present. NTI Equivalent and Oswego County Ambassador for the NYS CCLS. July 2011 – July 2014. New York State Education Department Peer Review of funding applications for 21st Century Community Learning Centers 2013-2018. January 2013. President of the Thousand Island Chapter of Phi Delta Kappa. May 2005. Co-chairperson Jefferson County School-Wide “Pre-PINS” Task Force. July 2003 – October 2004. Facilitator, NYSED Middle Level Education Public Engagement seminar. Spring 2003.

Professional Presentations

“New York’s Transition to Computer-Based Testing” NY Schools Data Analysis Technical Assistance Group. Albany, New York. December 2016

“Overview of the NYSED Primary Staff Collections in 2016-17” New York State Association of School Business Officials (NYSASBO) School Business Management Workshop (SBMW). Albany, New York. November 2016.

“New School Superintendent’s NYSED Panel Discussion” New York State Council of School Superintendents New Superintendents Orientation. Saratoga Springs, New York. July 2016.

“NYSED Panel” New York State Council of School Superintendents. Saratoga Springs, New York. September 2016.

“Confidentiality Training,” “Title IX Refresher,” and “Child Abuse and Maltreatment Mandated Reporting Refresher” Teacher Orientation Day and Transportation Training. Parish, New York. September 2015.


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“Confidentiality Training.” New Teacher Orientation. Parish, New York. August 2015.

“Planning and Using Higher Order Thinking Questions to Improve Student Achievement.” Altmar Parish Williamstown Mentor Intern Program, Parish, New York. February 2015.

“Using Best Instructional Practices.” Altmar Parish Williamstown Mentor Intern Program. Parish, New York. March 2015.

“Vendor Scoring Quality Control.” Principal’s Meeting, Altmar Parish Williamstown Central Schools. Parish, New York. April 2015

“3-8 Regional Scoring, ELA Site Coordinator and Quality Control” Oswego County BOCES. Fulton, New York. April 2012 – May 2014.

“3-8 Regional Scoring, Math Site Coordinator and Quality Control” Oswego County BOCES. Fulton, New York. April 2012 – May 2014.

“Confidentiality Training.” New Teacher Orientation. Parish, New York. August 2014.

“Confidentiality Training for Substitutes.” Altmar Parish Williamstown Substitute Training. Parish, New York. September 2014 – Present.

“You’re Right To Know Annual Refresher.” Altmar Parish Williamstown Central Schools, Superintendents Conference Day. Parish, New York. November 2014.

“What’s New in the Common Core?” Altmar Parish Williamstown Central Schools, Superintendents Conference Day. Parish, New York. November 2014.

“Title IX Annual Refresher.” Altmar Parish Williamstown Central Schools, Superintendents Conference Day. Parish, New York. November 2014.

“Mandated Reporting Refresher.” Altmar Parish Williamstown Central Schools Superintendents Conference Day. Parish, New York. November 2014.

“2014 ELA Regional Scorer and Table Facilitator Training” Oswego County Board of Cooperative Services. Fulton, New York. April 2014.

“2014 Math Regional Scorer and Table Facilitator Training” Oswego County Board of Cooperative Services. Fulton, New York. May 2014.

“Right to Know, Annual Mandatory Training for All Employees.” Altmar Parish Williamstown Central Schools Staff Development Day. Parish, New York. May 2014.

“Supporting Diverse Learners in the ELA Curriculum Modules Grades 3-12.” Co-facilitator. Oswego County BOCES. Fulton, New York. May 2014.

“Grade 3-5 Math Network Teacher to Teacher” Oswego County Board of Cooperative Educational Services. Fulton, New York. March 2014.

“Grade 6-8 Math Network Teacher to Teacher” Oswego County Board of Cooperative Education Services. Fulton, New York. March 2014.

“Grade 9-12 Math Network Teacher to Teacher” Oswego County Board of Cooperative Educational Services. Fulton, New York. March 2014.

“PK-2 Math Network Teacher to Teacher” Oswego County Board of Cooperative


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Education Services. Fulton, New York. February 2014.

“Using Webs Depth of Knowledge to Increase Rigor of Question Design for Local Assessments” Altmar Parish Williamstown Curriculum work sessions. Parish, New York. February 2014.

“Interventions: Behavior Agreements and Bullying Prevention” Altmar Parish Williamstown Summer Curriculum Work Sessions. Parish, New York. August 2014.

“Understanding and Implementation of the “new” Altmar Parish Williamstown APPR” Altmar Parish Williamstown Staff Development Day. Parish, New York. March 2013.

“Adaptation of the NYS ELA and Math Module Implementation Planning” Altmar Parish Williamstown Staff Development Day. Parish, New York. November 2013.

“An Introduction to the Common Core State Standards; What they mean for you and your children.” High School Open House. Altmar Parish Williamstown Central School District. Parish, New York. October 2013.

“ELA and Math Module (K-12) implementation planning and preparation” Altmar Parish Williamstown Staff Development Day. Parish, New York. October 2013.

“NGSS (6-12) implementation planning and preparation” Altmar Parish Williamstown Staff Development Day. Parish, New York. October 2013.

“NYS Social Studies Framework (6-12) planning and preparation” Altmar Parish Williamstown Staff Development Day. Parish, New York. October 2013.

“Grades 6-12 Next Generation Science Standards” Altmar Parish Williamstown Summer Curriculum work sessions. Parish, New York. July 2013.

“Grades 6-12 New York State Social Studies Standards” Altmar Parish Williamstown Summer Curriculum work sessions. Parish, New York. July 2013.

“ELA 9-12 Understanding, Implementation and Assessing Evidence Based Claims.” Altmar Parish Williamstown Summer Curriculum work sessions. Parish, New York. July 2013.

“Grades 3-5 Writing and Implementation of Question Prompts” Altmar Parish Williamstown Professional Development Day. Parish, New York. April 2013.

“K-6 Singapore Math Instructional Best Practices to Support Elementary Mathematics” Altmar Parish Williamstown Curriculum Work Sessions. Parish, New York. January 2013.

“RTTT – What you need to know, understand, and be able to do…” State University of New York at Oswego. Oswego, New York. April 2012.

“Race To The Top: The Big Picture. Common Core Learning Standards, Annual Professional Performance Review, and Data Driven Instruction” State University of New York Oswego Education Department. Oswego New York. March 2012

“How are Mathematical Concepts Part of RTTT: SBIT, Data Teams, Data Driven Instruction, Annual Professional Performance Review and PARCC Assessments” State University of New York at Oswego. Oswego, New York. March 2012.

“Developing Interim Assessments” Altmar Parish Williamstown Curriculum work sessions. Parish, New York. July 2012.


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“Effective Implementation of the six shifts in ELA and Math” Altmar Parish Williamstown Professional Series. Parish, New York. June 2012.

“Connecting the Six Instructional Shifts to Practice” Altmar Parish Williamstown Professional Development Series. Parish, New York. February 2012.

“Blooms Taxonomy Revised, Fluencies, and Digital Applications” Altmar Parish Williamstown Professional Development Series. Parish, New York. January 2012.

“Close Reading” Altmar Parish Williamstown Professional Development Series. Parish, New York. January 2012.

“Comprehensive Development of the K-12 Physical Education Plan.” Altmar Parish Williamstown Curriculum work session. Parish, New York. December 2012.

“Unpacking and Prioritizing the Common Core Learning Standards” Altmar Parish Williamstown Professional Development Series. Parish, New York May 2012.

“SLO Introduction: Why, What and Next Steps” Altmar Parish Williamstown Staff Development Day. Parish, New York. May 2012.

“Identifying Essential and Enduring (E2s) Common Core Learning Standards” Altmar Parish Williamstown Professional Development Series. Parish, New York April 2012.

“What is a Lexile Measure” Altmar Parish Williamstown Professional Development Day. Parish, New York. March 2012.

“Six Shifts in ELA and Six Shifts in Math” Altmar Parish Williamstown Curriculum work session. Parish, New York. January 2012.

“Brain Change, Achievement Factors, CCLS Unit Development: How it all “fits” together” Altmar Parish Williamstown Staff Development Day. Parish, New York. November 2011.

“The 3 C’s: Cognitive Engagement, Constructivist Learning and 21st Century Skills” Altmar Parish Williamstown Curriculum Development Day K-8. Parish, New York. November 2011.

“Understanding DIBELS Next: Will it fit our needs or can we develop something to provide us the data we need.” Altmar Parish Williamstown Principals’ PD Session. Parish, New York. June 2011.

“Building and Using Common Formative Assessments” Altmar Parish Williamstown Curriculum work sessions. Parish, New York. April 2011.

“Using Assessment Data to Unpack and Prioritize the Common Core Learning Standards: E2s – Effective and Essential Common Core Standards.” Parish, New York. April 2011.

“Balanced Assessment Systems” Altmar Parish Williamstown Administrative Council PD Session. Parish, New York. September 2011.

“New York State Mandated Reporters and Child Maltreatment and Abuse” Altmar Parish Williamstown Superintendent’s Conference Day. September 2010-Present.

“Harassment of Employees and Students Title IX What is it and how does it affect you?” Altmar Parish Williamstown Central Schools Superintendent’s Conference Day. Parish,


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New York September 2006 – Present.

“Confidentiality Training” Altmar Parish Williamstown Central Schools. Parish, New York. August 2005 – Present.

“Integrating Reading and Writing into your Social Studies Curriculum” Chaumont, New York. November 2001.

“Differentiation of Instruction” Watertown, New York. October 2001.

“Jefferson-Lewis BOCES Alternative Education Curriculum Presentation” Watertown, New York. July 2001.

“Guided Reading Grades K-2” South Jefferson Central School District. Adams, New York. September 2000.

“Internet Scavenger Hunts” Model Schools. Watertown, New York. July 2000.

“Social Studies Grades 5-8 writing parallel DBQ’s for instruction and development of local assessments” South Jefferson Central School District. Adams, New York, October 1990.

“The One Computer Classroom” Model Schools. Watertown, New York, June 1990. “Reader’s Choice, Author’s Chair” New York State English Council Annual Conference. Albany, New York 1995.

“Process Writing Thesis Presentation” National Reading Conference. Phoenix, Arizona 1988.

Education Syracuse University Syracuse, New York School District Administrative Certification Program (CAS/SDA) Certificate of Advanced Study Educational Leadership, Honors Graduate

State University College at Oswego Oswego, New York Masters of Science Reading Education Denoted Honors Graduate State University of New York at Fredonia Fredonia, New York Bachelors of Science Elementary Education Music Education Concentration, Dean’s List Graduate

Licenses Permanent NYS School District Administrator Permanent NYS Teacher Reading Education Permanent NYS Teacher Elementary Education


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David Mumper5 Ulster Road City College of New YorkNew Paltz, NY 12561 160 Convent [email protected] NAC 4/204646-319-9055 New York, NY 10031

EDUCATION

Ph.D (in progress), Urban Education, City University of New York, Graduate Center

M.S.Ed., Teaching English to Speakers of Other Languages, City College of New York, 2010

M.T.S., Philosophy and Buddhist Studies, Harvard University, 2002

B.A., Philosophy, University of Massachusetts at Amherst, 1996

K-12 TEACHING and ADMINISTRATIVE EXPERIENCE

Southern Westchester BOCES / Hudson Valley RBERNHarrison, NY, September 2015 – ongoingResource Specialist. Design and implement initiatives to ensure equitable educational opportunities for EnglishLanguage Learners in partnership with 144 NY public school districts. Coordinate regional teacher andadministrator training (TESOL, literacy, inquiry learning, bilingual education, critical thinking across disciplines,culturally responsive pedagogy).

New York City Department of EducationBrooklyn, NY, 2007-2015Administrator, Teacher, and Lead Teacher. Taught high school English Language Arts, Social Studies and ESL.Mentored new teachers, managed student scheduling and testing, led teacher professional development.

OTHER PROFESSIONAL EXPERIENCE

Co-Director and English Teacher, Grace OutreachSouth Bronx, NY, 2004 – 2007Founding co-director of an innovative non-profit school to prepare adult students for college. Designed amulti-disciplinary curriculum, established partnerships with local community colleges and private institutions.

Project Director, Columbia University, School of International and Public AffairsNew York, NY, 2001–2004Led a program to document and support conflict resolution initiatives. Managed budget, support staff,dissemination and partnerships with academic, policy, nonprofit and religious organizations.

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David MumperCity College of New York160 Convent AvenueNAC 4/204New York, NY 10031

COLLEGE TEACHING EXPERIENCE

Adjunct Lecturer, City College of New York, Department of EducationNew York, NY, 2018 - ongoing

Supervisor, State University of New York at New Paltz, School of EducationNew Paltz, NY, 2017 - ongoingObserve, evaluate and mentor student teachers in the TESOL Master's program. Facilitate evaluation and goalsetting with student and cooperating teachers. Serve as a liaison between SUNY New Paltz, schools and teachers.

Senior Adjunct Lecturer, St. Francis College, Department of Philosophy and Religious StudiesBrooklyn, NY, 2005 – 2015

CONFERENCE PAPERS, PRESENTATIONS and INVITED TALKS

2018, “Language, Content, and Teaching Together: Evaluating Co-Teaching through District Case Studies.”American Educational Research Association (AERA), New York, NY

2018, “English Language Acquisition through Co-teaching." American Association of Applied Linguistics(AAAL), Chicago, IL

2017, “What Schools Need to Learn From New Immigrants.” Annual Conference of the Center for AdolescentResearch and Development, Mount Saint Mary College, NY

2017, “Newcomers: Meeting the Needs of Undocumented Youth in Public High Schools.” 23rd AnnualMulticultural Education Conference, State University of New York at New Paltz, NY

2017, “Adolescent Newcomers: Paths to Graduation.” Directors of Guidance Forum, Putnam BOCES, NY

2017, “Advocates and Allies: Supporting English Language Learners Inside and Outside the Classroom.” HudsonValley Writing Project Teacher Seminar, New Paltz, NY

2016, “Co-teaching with English Language Learners.” Annual Conference of the New York State Association forBilingual Education, New York, NY

2016, “Ethnography of a Brooklyn Community: Inquiry Learning with New Immigrant Students.” 22nd AnnualMulticultural Education Conference, State University of New York at New Paltz, New Paltz, NY

2015, “Engaging All Students in the School Community.” Summer Leadership Institute, Rockland BOCES, WestNyack, NY

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2014, “Dialogue in the Classroom: Why Am I the Only One Talking?” Superintendent’s Conference Day, District79, NYC Department of Education, New York, NY

2013, “Critical Thinking and Inquiry: Doing Philosophy with Alternative High School Students.”Superintendent’s Conference Day, District 79, NYC Department of Education, New York, NY

2004, “Research on Religion and Conflict Resolution: Mapping the Field.” Parliament of the World’s Religions,Barcelona, Spain

2004, “Religion and Peacemaking.” Interfaith Conference on Cultures of Peace, Seoul, Korea

2002, “Agencies for Peace: the Search for Transcendence and the Establishment of CommonGround.” International Conference on Conflict Resolution, Union Theological Seminary, New York, NY

NEW YORK STATE CERTIFICATIONS

School Building LeaderTeaching English to Speakers of Other Languages

COLLEGE COURSES TAUGHT

“Teaching English Language Arts to Bilingual English Language Learners, Grades 7-12/Adult,” City College ofNew York, Spring 2018

“Moral Values and Health Issues,” St. Francis College, 2005-2015

“Introduction to Philosophy,” St. Francis College, 2006-2010

“Survey of the World’s Religions,” St. Francis College, 2006-2008

PUBLICATIONS

Mumper, D, & Clark-Gareca, B. (2019). Students as content creators: A Brooklyn ethnography. Educator’s Voice,XII, 16-25.

Clark-Gareca, B. & Mumper, D. (Forthcoming). Language, Content, and Teaching Together: ExaminingCo-Teaching through District Case Studies. In M. Dove & A. Honigsfeld (Eds.), Co-Teaching for EnglishLearners: Evidence-based Practices and Research-Informed Outcomes. Charlotte, NC: Information Age.

Mumper, D. (2001, September). Tibetan Sacred Dance. Global Rhythm, X (9), 18-21.

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AWARDS and HONORS

New York City Teaching Fellow, 2008-2010National Security Education Program Fellow, philosophy and language, Bodh Gaya, India, 1995-1996Summa Cum LaudeDepartmental Honors in PhilosophyCommonwealth Honors

OTHER ACTIVITIES and AFFILIATIONS

American Educational Research Association (AERA)

Americal Association of Applied Linguistics (AAAL)

New York State Association for Bilingual Education (NYSABE)

Study of percussion in India and Cuba (tabla and bata drums)

Performed and recorded jazz, hip-hop and rock and roll. Select events:2015, Performed (on guitar) with Jeremy Mage and the Magi, The Owl, Brooklyn, NY2014, Performed (on guitar and percussion), with Boundary Band, Rockwood Music Hall, New York, NY2012, Performed (on guitar), at the Late Night Groove Series, The Blue Note, New York, NY

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WILLIAM P MURPHY

hotmail.com

PROFILE

As the Deputy Commissioner for Higher Education in the NYS Education Department, I am part of the senior leadership team for policy and programmatic oversight of NYS Colleges and Universities. I have over 20 years experience managing public and private education and evaluation initiatives, and a unique combination of assessment, accreditation and higher education specialties in both government and higher education settings. My experience includes state, national, and international education, evaluation, and accreditation.

EXPERIENCE

Deputy Commissioner for Higher Education NYS Education Department Albany, New York December 2019 to present Oversee the Office of Higher Education (OHE), which includes policy, regulatory and programmatic oversight for college and universities in NYS. Ensures that OHE administers programs and provides services to higher education institutions, professional educators, students, elected officials, and federal, State and local educational agencies. OHE coordinates New York State's higher education system, encompassing 250+ colleges and universities and serving over one million undergraduate and 235,000 graduate students. Oversee OHE’s organizational units, including the Office of Teaching Initiatives, Office of School Personnel Review and Accountability, Office of College and University Evaluation, and the Office of Educator Quality and Professional Development. OHE certifies teachers and school leaders and conducts background checks on prospective school employees; coordinates the State's efforts to ensure academic excellence and performance in higher education, including approving all degree-granting programs and reviewing applications for new colleges; makes policy recommendations and assists the Board of Regents in carrying out its statutory master planning function; implements statutory requirements protecting the education and financial interests of students attending State institutions; promotes access to higher education for all New Yorkers, including administering State grant programs that provide access for under-represented and under-served individuals; and collects and publishes accurate and timely educational information to help shape public policy and increase institutional accountability.

Director, Professional Education NYS Education Department Albany, New York February 2012 to December 2019 Oversee both the Professional Education Program Review (PEPR) Unit and the Comparative Education office. These offices are responsible for evaluating and approving all professional licensure related higher education programs in NYS, in addition to reviewing individual education credentials associated with licensure in the 54 Title VIII professions in NYS. Ensure that the professional education review unit properly registers and manages the nearly 2,000 professional education programs at the public and private colleges and institutions across the state. Duties include representing the Department at regional, federal and international forums related to professional education and accreditation responsibilities. Duties also include ensuring that nearly 12,000 annual individual education credential reviews are processed according to professional licensure regulations. Maintain relationships with a wide array of academic accrediting bodies, foreign credential organizations, federal and state education and oversight agencies, and all sectors of higher education. Participate in writing


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and revising education law and regulations as it relates to the NYS licensed professions. Present education and licensing petition cases for relevant state and federal committees, and before the NYS Board of Regents. Coordinate accreditation visits of International Medical Schools in Europe, Middle East, Caribbean Islands, Southeast Asia, and Mexico.

Supervisor, Professional Education Program Review NYS Education Department Albany, New York March 2010 to February 2012 Oversee the office that evaluates and approves all professional licensure related higher education programs in NYS. Ensure that private and public college programs, curricula, and sites meet NYS Commissioner’s and Regents regulations and standards. Create comprehensive reports and make determinations concerning new colleges, programs, Master Plan Amendments, and any related legislative actions. Perform campus site visits, and accompany accrediting bodies during comprehensive reviews. Ensure that department meets all criteria and standards related to its role as a recognized federal accreditation agency for nursing programs. Testify in front of state and federal panels and bodies associated with program accreditation and compliance standards. Maintain internal and external communication channels related to consistent interpretation of education laws and regulations, such as Comparative Education, Professional Boards, SUNY, and related higher education offices and agencies. Associate, Professional Education Program Review NYS Education Department Albany, New York July 2007 to March 2010 Review professional education programs at public and private colleges to ensure that they meet NYS Commissioner’s and Regents regulations and standards. Review faculty, curricula, resources, and professional accreditation information to ensure that undergraduate and graduate programs meet standards and serve students. Ensure that programs meet all necessary standards to prepare students for professional licensure.

Assistant in Educational Testing, NYS Education Department Albany, New York September 2004 to June 2007 Coordinated NYS high school Regents examinations in the sciences and mathematics. Assembled and led a team of consultants, teachers, content experts, and curriculum personnel to construct field and operational exams. Ensured that semi-annual exams are constructed and meet all validity, reliability, and equity standards, and reflect the most current NYS Math, Science, and Technology (MST) learning standards. Served as one of the test team leaders for the recent transition from the Mathematics A & B exams to the new Algebra/Geometry/Algebra II-Trigonometry. Participated in all of the related exam specification, standard-setting, faculty scoring, range-finding, and exam creation activities. Served as liaison between NYSED and standardized testing contractors.

Assistant Director, Center for Continuing Education, Borough of Manhattan Community College (CUNY) New York, New York May 2000 to September 2004 Directed the college’s workforce-related assessment, training, and testing services. Developed customized training programs for employees and adults seeking re-training. Selected and administered wide-scale standardized exams for social workers (ASWB), foreign service officers (FSWE), attorneys (MBE, MPRE), automotive service workers (ASE), and US Transportation Screeners (TSA). Served as Master Test Administrator for ACT and CLEP testing. Supervised Lead Proctor and a team of proctors and testing staff. Served as lead liaison between the college and licensing boards. Created


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customized monthly testing reports, and guided the department on any assessment and training initiatives. Represented the college on workforce assessment and development panels, boards, and conference committees, and managed all assessment initiatives for the department.

Director, Workforce Development Institute Bronx, New York July 1995 – May 2000 Directed and coordinated every aspect of a NYS licensed business school. Created assessments, curricula, schedules, and evaluation criteria for staff to follow throughout semester. Established and maintained linkages with city and state schools, agencies, and private businesses. Supervised staff and teachers. Responsible for setting Eligibilty to Benefit assessment criteria, selecting and administering standardized entry/exit exams, and ensuring that students meet and exceed outcomes goals.

EDUCATION

SUNY Albany, 2016 PhD, Educational Psychology

Baruch College, MsEd Higher Education Administration, 2001 4.0 GPA, 2001 Alumni Association Graduate Student of the Year Award for graduating top of class

LeMoyne College, BA English 1988 Cordon Jesuit Scholarship Award

RELATED EXPERIENCE/BOARD APPOINTMENTS

School Board Member, St. Mary’s Institute, Amsterdam, NY, 2010-Present Manager, Amsterdam Eastern NY Travel Baseball Club, 2016-Present Legislative Committee Member, NYC Employment & Training Coalition, 2003-2004 Member, World Trade Center Disaster Small Business Advisory Council, 2002 Treasurer-elect, Fleetwood Neighborhood Association, 2002-2004 Designated Fast Track Curriculum Specialist, BPSS, NYS Education Department, 1999 Member, Montgomery County Youth Bureau Board of Directors, 1991-1996

PRESENTATIONS/COMMITTEES/REPORTS

NYS International Medical School Clerkship Approval Coordinator, January 2014-present

Lead a team within the Office of Professions to coordinate site visit reviews of international medical

schools seeking to place students in long term clinical clerkships in NYS. Create and coordinate

processes, documents, and site visit reviews related to new regulations governing international

medical school approval for clinical clerkship placement. Coordinate and facilitate site visits to

offshore medical schools, and ensure that a comprehensive recommendation is presented to the

Advisory Committee for Clinical Clerkships, and to the NYS Board of Regents.

Empirical Study of Program Outcomes and Quality Indicators Between Accredited and Non-accredited Clinical Mental Health Counseling Degree Programs, May 2016

Research study compared standards areas for a specialized counseling accreditation agency versus

institutional and regulatory accrediting agencies. Quantitative analysis of examination scores and

annual program reports related to New York State graduates of Mental Health Counseling degree

programs were then analyzed to compare accredited and non-accredited programs. Findings


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revealed exam performance comparisons, and unique approaches to certain standards between the

specialized and regional accreditation agencies, as well as overlap in a number of areas.

NYS Regents Task Force on Distance and Competency Based Education, February 2014

Appointed member of a special advisory task force to review current NYS education laws, policies,

and regulations related to educational models and trends that are challenging current education

standards, formats, and credit hour definitions. Contributed expertise and policy suggestions related

to distance education and competency-based models effect on professional licensure related

programs, schools, and collaborative partnerships.

NYS Committee on the Professions Coordinator, February 2012- present Coordinate special petitions from applicants who seek a waiver or special consideration of education, experience, or examination requirements for professional licensure. Ensure that each case is written and presented objectively to the Committee on the Professions, and then forwarded to the NYS Board of Regents for approval or denial.

Federal NACIQI Accreditation Panel, December 2011 Represented the New York State Education Department in its successful bid to gain continued USDE recognition as a federally approved specialized Nursing accrediting agency. Presented and testified in front of the federally commissioned NACIQI panel in Washington, DC to gain continued recognition as one of the few states recognized as a specialized Nursing education accreditation agency for professional nurse licensure preparation programs. Assessing and Addressing the IT Skills Gap, December 2002 Authored and presented this three hour workshop at the 2002 Continuing Education Association of New York (CEANY) conference in New York City. Detailed every aspect of the present skills gap in the Information Technology industry, beginning with the SCANS 2000 standards taxonomy, and highlighting the most widely used tools to measure both core and technical skills required in computer-related, high-tech positions.

The Non-Technical Skills Gap in New York City’s Networking Sector, July 2002 Researched and authored this report which was funded by a US Department of Labor Demonstration Grant. Using ACT’s WorkKeys assessment system, this research project created a comprehensive Skills Profile of a Networking Specialist, and then tested Networking students to document the current size of the skills gap in this industry.


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Karyna Pryiomka, MPhil 325 King Street Apt 4F, Port Chester, NY, 10573

E-mail: [email protected] EDUCATION The Graduate Center, City University of New York New York, NY

● PhD in Critical Social/Personality Psychology Expected Defense August 2022 ● MPhil in Social/Personality Psychology May 2017

o Interactive Technology and Pedagogy Certificate All requirements completed John Jay College of Criminal Justice, City University of New York New York, NY

● BA/MA dual degree in Forensic Psychology May 2012 o Master’s Thesis: A Sequential Analysis of Anxiety Induction in the Unabomber Manifesto: A Pilot Study o Valedictorian Class of 2012

TEACHING EXPERIENCE Lehman College, City University of New York New York, NY Adjunct Lecturer; Substitute Lecturer Fall 2017-Present

● Statistical Methods in Psychology (16 sections) ● Experimental Psychology (6 sections)

Hunter College, City University of New York New York, NY Graduate Teaching Fellow/Adjunct Lecturer Fall 2013-Spring 2016

● Statistical Methods in Psychology (4 sections) ● Personality Psychology (1 section)

PUBLICATIONS Fine, M., & Pryiomka, K. (2020). Assessing college readiness through authentic student work: How the City University of

New York and the New York Performance Standards Consortium are collaborating toward equity. Palo Alto, CA: Learning Policy Institute.

Pryiomka, K. & Clegg, J. (2020). A historical overview of psychological inquiry as a contested method. In Oxford Encyclopedia of Psychology. Oxford: Oxford University Press.

Brown, D., Pryiomka, K., & Clegg, J. (2020). Self-observation in psychology. In Oxford Research Encyclopedia of Psychology. Oxford University Press.

Head, J. C., & Pryiomka, K. (2019). Accounting for mediatization in the era of individualized consequential accountability. Journal of Education Policy, 1-20.

Pryiomka, K. (2018). Quantitative dogmatism in character assessment and its implications for education: A case study of grit. Social and Personality Psychology Compass, 12(5), e12388.

Opotow S. & Pryiomka K. (2018). Memory, site, and object: The September 11 Memorial Museum. In S. Opotow & Z. Shamtob (Eds), New York After 9/11. New York: Fordham University Press

Pryiomka, K. (2017). Care, convenience, and interactivity: Exploring student values in a blended learning first-year composition course. The Journal of Interactive Technology and Pedagogy.

Pryiomka, K., & Clegg, J. (2015). Theoretical framework for self-observation in the context of a face-to-face interview. The Moscow State Herald. Series14. Psychology, 2015-issue3, 40-56.

CONFERENCE AND PROFESSIONAL PRESENTATIONS Pryiomka, K. (2019). When is good teaching enough? Paper presented at the Midwinter Meeting of the Society for the

Theoretical and Philosophical Psychology, Nashville, TN. Pryiomka, K. (2018). From ivory towers to server farms: Big Data and the future of psychologists’ knowledge. Paper

presented at the Midwinter Meeting of the Society for Theoretical and Philosophical Psychology, Phoenix, AZ Pryiomka, K. (2018). When there isn’t always a right answer: A pedagogical framework for exploring psychologists’

knowledge in a statistics course, one assumption at a time. Paper presented at the Midwinter Meeting of the Society for Theoretical and Philosophical Psychology, Phoenix, AZ


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Fullington, L. A., Regalado, M., Pryiomka, K., Amaral, J., & Smale, M. (2017). Complicating Access: From pragmatic concerns to human connectivity. Symposium presented at the CUNY IT Conference.

Pryiomka, K, & Stoudt, B. (2016, March). Promoting numeracy in psychology majors through low-stakes writing assignments in statistics courses. Poster presented at the annual meeting of Eastern Psychological Association, New York, NY.

Pryiomka, K. (2016, March). Avoiding benevolent self-objectification: A hermeneutic framework of self-observation. Paper presented at the annual conference for the Society for Theoretical and Philosophical Psychology, Salt Lake City, UT

Head, J. C., & Pryiomka, K. (2016, May). Conflict on multiple levels: Situating teachers’ narratives in their sociohistorical context. Paper presented at the annual conference of the Society for Qualitative Inquiry in Psychology, Ramapo, N.J.

Pryiomka, K. (2016, August). Performance character and personality: From epistemological separation to scientific reunion. Paper presented at the annual conference of the American Psychological Association, Denver, CO.

Pryiomka, K. (2016, August). Complicating performance character: Transcending the false dichotomy of individualism and social determinism. Paper presented at the annual conference of the American Psychological Association, Denver, CO.

Head, J. C., & Pryiomka, K. (2016, August). Contextualizing teachers’ moral conflict during the onset of consequential accountability: A multimethod narrative approach. Poster presented at the annual conference of the American Psychological Association, Denver, CO.

Pryiomka, K., & Clegg, J. (2014). Re-theorizing self-observation: From monological musings to participatory practice. Paper presented at the annual meeting of American Psychological Association, Washington, DC.

Pryiomka, K. (2013). Traces of humanism in Russian metaphysical psychology at the end of 19th century. Paper presented at the annual meeting of American Psychological Association. Honolulu, HI.

Clegg, J., & Pryiomka, K. (2012). Qualitative assessment strategies in community-based sustainability research. Paper presented at the annual meeting of American Psychological Association. Orlando, FL.

Cohen, S., Pryiomka, K., & Perino, M. T. (2012). Anxiety induction and mobilization for terrorism acts: Sequential analysis of the Unabomber Manifesto. Paper presented at the annual meeting of Eastern Psychological Association. Pittsburg, PA

INVITED PRESENTATIONS Pryiomka, K. (2020). Reimagining college access: The City University of New York (CUNY) and Consortium

Collaboration. Plenary on Alternative to High Stakes Standardized Testing. Presented at Education Reform, Communities, and Social Justice Conference Series, Rutgers University, NJ

Teaching under quarantine: Part 2 (2020, March). Featured as a guest on Teaching Otherwise podcast. (https://jwclegg.org/teaching/otherwise.html)

PROFESSIONAL AND CONSULTING EXPERIENCE The Central Office, The City University of New York New York, NY Research Analyst, Office of Academic Affairs May 2015-August 2019

● Reported directly to the University Dean for Undergraduate Studies ● Analyzed institutional data for university-wide policy and program evaluations ● Presented analyses at university-wide meetings ● Designed and authored “University Summer Immersion Program Factbook” ● Wrote, edited, and drafted various policy documents, including memoranda and RFPs ● Worked closely and collaborated with the University Registrar and the University Office of Institutional Research

on data analysis for university-wide policies, including various aspects of CUNY Pathways. Borough of Manhattan Community College New York, NY Quantitative Reasoning Fellow August 2016-August 2017

● Assisted faculty with the design and implementation of quantitative literacy assignments across the curriculum Bernard van Leer Foundation New York, NY Statistical Consultant November 2014-May 2015

● Transformed, recoded, and cleaned data in preparation for higher order analysis ● Conducted exploratory data analysis aimed at policy evaluation and design ● Prepared data reports based on conducted analysis


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2013 Statistical Institute for Early Childhood Development and New York, NY Children's Rights. Funded by Bernard van Leer Foundation Statistical Support Intern Summer 2013

● Assisted with data entry and large database management John Jay College, City University of New York New York, NY Writing Tutor September 2009-August 2013

● Worked with students across all disciplines individually and in small groups, providing oral and written feedback on their writing.

● Assessed student’s writing skills and worked to improve them by explaining various grammar rules and assigning writing exercises.

● Developed and conducted workshops on both grammatical and stylistic elements of writing, including sentence structure, grammar errors, paragraph development, unintentional plagiarism, and APA documentation.

● Taught students effective brainstorming and editing techniques. ● Prepared students for intra-institutional examinations such as the ACT and CPE exams.

John Jay College First Year Experience Program New York, NY Teaching Assistant (seasonal) Summer 2009; Winter 2010; Summer 2010

● Assisted professors in teaching remedial writing courses. ● Identified students’ strengths and weaknesses and worked with students individually, providing constructive

feedback and assigning homework, targeting their specific needs. ● Developed and conducted workshops on various elements of writing.

Human Resources Administration of New York City New York, NY College Intern January 2008-May 2009

● Worked directly with the Director and Assistant Director of Personnel ● Edited written notices and advertisements for recruitment initiatives. ● Created databases and reports, needed to evaluate, track, and monitor recruitment efforts. ● Researched, analyzed, and organized statistical data for various reports. ● Processed incoming resumes into the internal database system. ● Conducted phone interviews and scheduled in-person interviews.

SERVICE Standard III Committee Member, Middle States Accreditation Review for the Graduate Center Reviewer, General Psychology, April 2019 Reviewer, Educational Measurement: Issues and Practice, September 2017 Reviewer, Society for Theoretical and Philosophical Psychology APA conference, December 2016 Assistant to Program Chair, Society for Theoretical and Philosophical Psychology, 2016-2017 Assistant to Program Chair, Society for Theoretical and Philosophical Psychology, 2015-2016 Co-Chair All Psychology Pedagogy Day, the Graduate Center, CUNY, 2013 Admissions Committee Member for the Critical Social/Personality Doctoral Program for Fall 2014 and Fall 2018, CUNY AWARDS, HONORS, AND ACKNOWLEDGMENTS Outstanding Student Service Award, Division 24 of the APA, 2018 Provost’s Digital Innovation Grant, 2015-2016, 2016-2017 Best Student Paper Award Division 26, APA meeting in Denver, 2016 Best Student Paper Award Division 26, APA meeting in Hawaii, 2013 Enhanced Chancellor's Fellowship, 2012-2017 Upper Division Scholarship, 2010 Thurgood Marshall Scholarship, 2009 Member of Psi Chi, International Honor Society in Psychology, Fall 2010-Present


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sean f. reardon curriculum vitae

520 galvez mall, #526

stanford university school of education stanford, ca 94305-3084

650.736.8517 [email protected]

http://cepa.stanford.edu/sean-reardon EDUCATION 1997 Ed.D., Harvard Graduate School of Education Educational Administration, Planning, and Social Policy 1992 M.Ed., Harvard Graduate School of Education Educational Administration, Planning, and Social Policy 1991 M.A., University of Notre Dame International Peace Studies 1986 B.A., University of Notre Dame Program of Liberal Studies; Minor in Honors Mathematics EMPLOYMENT 2004- Stanford University Endowed Professor of Poverty and Inequality in Education (2014-) Professor of Education and (by courtesy) Sociology (2012-) Associate Professor of Education and (by courtesy) Sociology (2004-2012)

Senior Fellow, Stanford Institute for Economic Policy Research 1999-2004 The Pennsylvania State University Assistant Professor of Education and Sociology 1988-90 Moorestown Friends School, Moorestown, NJ High School Physics/Mathematics Teacher 1986-88 Red Cloud Indian School, Pine Ridge, SD High School Physics/English/Photography Teacher & Bus Driver ACADEMIC HONORS AND AWARDS 2018 Fellow, American Educational Research Association 2018 Annual Award, National Council on Measurement in Education 2017 Andrew Carnegie Fellow. Carnegie Corporation of New York. 2017 Elected Member, American Academy of Arts and Sciences 2015 Spencer Foundation Lectureship, Association for Public Policy and Management 2014-15 Visiting Scholar, Russell Sage Foundation 2014 Elected Member, National Academy of Education 2013 Palmer O. Johnson Award, American Educational Research Association.


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sean f. reardon curriculum vitae, page 2 of 4 updated April, 2022

2004-06 Carnegie Scholars Program Fellowship. Carnegie Corporation of New York. 2002-07 William T. Grant Faculty Scholars Award. William T. Grant Foundation. 2002-04 National Academy of Education/Spencer Foundation Postdoctoral Fellowship. 1998-99 Postdoctoral Fellowship in Evaluation of Programs for Children. Harvard Children’s Initiative 1996-97 Spencer Foundation Dissertation Fellowship. Spencer Foundation SELECTED REFEREED PUBLICATIONS Shear, B.R., & Reardon, S.F. (2021). Using Pooled Heteroskedastic Ordered Probit Models to Improve

Small-Sample Estimates. Journal of Educational and Behavioral Statistics, 46(1):3-33. https://doi.org/10.3102/1076998620922919.

Fahle, E.M. Reardon, S.F., Kalogrides, D. Weathers, E.S., & Jang, H. (2020). Racial Segregation and School Poverty in the United States, 1999-2016. Race and Social Problems, 12(1): 42-56. https://doi.org/10.1007/s12552-019-09277-w.

Bloom, H.S., Unterman, R., Zhu, P., & Reardon, S.F. (2020). Lessons from New York City's Small Schools of Choice about High-School Features that Promote Graduation for Disadvantaged Students. Journal of Policy Analysis and Management, 39(3): 740-771. https://doi.org/10.1002/pam.22192.

Reardon, S.F., Kalogrides, D., & Ho. A.D. (2021). Validation methods for aggregate-level test scale linking: A case study mapping school district test score distributions to a common scale. Journal of Educational and Behavioral Statistics, 46(2): 135-137. https://doi.org/10.3102/1076998619874089.

Jang, H. & Reardon, S.F. (2019). States as sites of educational (in)equality: State contexts and the socioeconomic achievement gradient. AERA Open 5:3 (July 2019). https://doi.org/10.1177/2332858419872459.

Reardon, S.F., Fahle, E., Kalogrides, D., Podolsky, A., & Zarate, R.C. (2019). Gender achievement gaps in U.S. school districts. American Educational Research Journal, 56(6): 2474-2508. https://doi.org/10.3102/0002831219843824.

Reardon, S.F. (2019). Educational opportunity in early and middle childhood: Using full population administrative data to study variation by place and age. RSF: The Russell Sage Journal of the Social Sciences, 5 (2) 40-68; DOI: https://doi.org/10.7758/RSF.2019.5.2.03.

Reardon, S.F., Kalogrides, D., Shores, K. (2019). The geography of racial/ethnic test score gaps. American Journal of Sociology, 124(4): 1164-1221.

Reardon, S.F., Kalogrides, D. Fahle, E., Podolsky, A., & Zarate, R. (2018). The relationship between test item format and gender achievement gaps on math and ELA tests in 4th and 8th grade. Educational Researcher, 47(5): 284-294. https://doi-org.stanford.idm.oclc.org/10.3102/0013189X18762105.

Reardon, S.F., Bischoff, K., Owens, A., & Townsend, J.B. (2018). Has income segregation really increased? Bias and bias correction in sample-based segregation estimates. Demography, 55(6), 2129–2160.

Reardon, S.F., Baker, R.B., Kasman, M. Klasik, D., & Townsend, J.B. (2018). Can Socioeconomic Status Substitute for Race in Affirmative Action College Admissions Policies? Evidence from a Simulation Model. Journal of Policy Analysis and Management, 37(3): 630-657. https://doi-org.stanford.idm.oclc.org/10.1002/pam.22056.

Baker, R.B., Klasik, D., & Reardon, S.F. (2018). Race and stratification in college enrollment over time. AERA Open, 4(1):1-28. https://doi-org.stanford.idm.oclc.org/10.1177%2F2332858417751896.

Fahle, E., & Reardon, S.F. (2018). How much do test scores vary among school districts? New estimates using population data, 2009-2015. Education Researcher, 47(4): 221-234. https://doi-org.stanford.idm.oclc.org/10.3102%2F0013189X18759524.

Murnane, R.J., & Reardon S.F. (2018). Long term trends in private school enrollment by family income. AERA Open 4(1):1-24. https://doi.org/10.1177/2332858417751355.


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Reardon, S.F., Shear, B.R., Castellano, K.E., & Ho, A.D. (2017). “Using heteroskedastic ordered probit models to recover moments of continuous test score distributions from coarsened data.” Journal of Educational and Behavioral Statistics.

Reardon, S.F., Townsend, J., & Fox, L. (2017). “A continuous measure of the joint distribution of race and income among neighborhoods.” Russell Sage Foundation Journal of the Social Sciences.

Reardon, S.F., & Portilla, X.A. (2016). “Recent trends in income, racial, and ethnic school readiness gaps at kindergarten entry.” AERA Open 2(3):1-18.

Owens, A., Reardon, S.F., & Jencks, C. (2016). “Income segregation between schools and districts.” American Education Research Journal.

Reardon, S.F. (2016). “School Segregation and Racial Achievement Gaps.” Russell Sage Foundation Journal of the Social Sciences 2(5):34-57.

Bassok, D., Finch, J.E., Lee, R., Reardon, S.F., & Waldfogel, J. (2016). “Socioeconomic Gaps in Early Childhood Experiences, 1998 to 2010.” AERA Open 2(3):1-22.

Chmielewski, A.K., & Reardon, S.F. (2016). “Patterns of Cross-National Variation in the Association Between Income and Academic Achievement.” AERA Open.

Valentino, R.A., & Reardon, S.F. (2015). “Effectiveness of four instructional programs designed to serve English learners: Variation by ethnicity and initial English proficiency.” Educational Evaluation and Policy Analysis 37(4): 612-637.

Reardon, S.F., & Ho, A.D. (2015). “Practical Issues in Estimating Achievement Gaps from Coarsened Data.” Journal of Educational and Behavioral Statistics, 40(2): 158-189.

Reardon, S.F., Fox, L., Townsend, J. (2015). Neighborhood Income Composition by Race and Income, 1990-2009. Annals of the American Academy of Political and Social Science 660: 78-97.

Umansky, I.M., and Reardon, S.F. (2014). “Reclassification Patterns among Latino English Learner Students in Bilingual, Dual Immersion, and English Immersion Classrooms.” American Educational Research Journal 51: 879-912.

Reardon, S.F., and Owens, A. (2014). “Sixty Years After Brown: Trends and Consequences of School Segregation.” Annual Review of Sociology 40: 199-218.

Reardon, S.F., Unlu, F., Zhu, P., & Bloom, H. (2014). “Bias and Bias Correction in Multi-Site Instrumental Variables Analysis of Heterogeneous Mediator Effects.” Journal of Educational and Behavioral Statistics 39(1): 53-86.

Reardon, S.F., and Raudenbush, S.W. (2013). “Under What Assumptions do Site-by-Treatment Instruments Identify Average Causal Effects?” Sociological Methods and Research 42(2): 143-163.

Reardon, S.F. (2013). “The Widening Income Achievement Gap.” Educational Leadership 70(8):10-16. Bassok, D., and Reardon, S.F. (2013). “`Academic Redshirting’ in Kindergarten: Prevalence, Patterns, and

Implications.” Educational Evaluation and Policy Analysis 35(3): 283-297. Reardon, S.F., Valentino, R.A., & Shores, K.A. (2012). “Patterns of Literacy Among U.S. Students.” Future of

Children 22(2): 17-37. Raudenbush, S.W., Reardon, S.F., & Nomi, T. (2012). “Statistical Analysis for Multi-site Trials Using

Instrumental Variables with Random Coefficients” Journal of Research on Educational Effectiveness 5: 303-332.

Reardon, S.F., Grewal, E., Kalogrides, D., & Greenberg, E. (2012). “Brown fades: The End of Court Ordered School Desegregation and the Resegregation of American Public Schools.” Journal of Policy Analysis and Management 31(4): 876-904.

Ho, A.D., & Reardon, S.F. (2012). “Estimating Achievement Gaps from Test Scores Reported in Ordinal `Proficiency’ Categories.” Journal of Educational and Behavioral Statistics 37(4): 489-517.

Reardon, S.F., & Robinson, J.P. (2012). “Regression discontinuity designs with multiple rating-score variables.” Journal of Research on Educational Effectiveness 5(1): 83-104.

Reardon, S.F., & Bischoff, K. (2011). “Income Inequality and Income Segregation.” American Journal of


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Sociology. 116/4: 1092-1153. Reardon, S.F., Arshan, N., Atteberry, A., & Kurlaender, M. (2010). “Effects of Failing a High School Exit

Exam on Course-Taking, Achievement, Persistence, and Graduation.” Educational Evaluation and Policy Analysis, 32(4): 498-520.

Reardon, S.F. & C. Galindo. (2009). “The Hispanic-White Achievement Gap in Math and Reading in the Elementary Grades.” American Educational Research Journal 46(3): 853-891.

Reardon, S.F., Cheadle, J.E., & Robinson, J.P. (2009). “The effect of Catholic schooling on math and reading development in kindergarten through fifth grade.” Journal of Research on Educational Effectiveness 2: 45-87.

Reardon, S.F., Farrell, C.R., Matthews, S.A, O’Sullivan, D., Bischoff, K., & Firebaugh, G. (2009). “Race and Space in the 1990s: Changes in the Geographic Scale of Racial Residential Segregation, 1990-2000.” Social Science Research 38:55-70.

Reardon, S.F., Matthews, S.A, O’Sullivan, D., Lee, B.A., Firebaugh, G., Farrell, C.R., & Bischoff, K. (2008). “The geographical scale of metropolitan racial segregation.” Demography 45: 489-514.

Reardon, S.F., Yun, J.T, & Kurlaender, M. (2006). “Implications of Income-Based School Assignment Policies for Racial School Segregation.” Educational Evaluation and Policy Analysis 28(1): 49-75.

Reardon, S.F., & O’Sullivan, D. (2004) “Measures of spatial segregation” Sociological Methodology 34:121-162.

Reardon, S.F., & Yun, J.T. (2003). “Integrating neighborhoods, segregating schools: The retreat from school desegregation in the South, 1990-2000.” North Carolina Law Review 81/4:1563-1596.

Reardon, S.F., & Firebaugh, G. (2002). “Measures of multigroup segregation.” Sociological Methodology 32:33-67.

Reardon, S.F., & Yun, J.T. (2001) “Suburban racial change and suburban school segregation, 1987-1995.” Sociology of Education. 74/2:79-101.

Reardon, S.F., Yun, J.T., & Eitle, T.M. (2000) “The changing structure of school segregation: Measurement and evidence of multi-racial metropolitan school segregation, 1989-1995.” Demography, 37/3: 351-364.

SELECTED BOOK CHAPTERS, REPORTS, EDITED VOLUMES, OTHER PUBLICATIONS Loeb, S., Dynarski, S., McFarland, D., Morris, P., Reardon, S., and Reber, S. (2017). Descriptive analysis in

education: A guide for researchers. (NCEE 2017-4023). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. Available at https://ies.ed.gov/ncee/pubs/20174023/.

Reardon, S. F., Waldfogel, J., & Bassok, D. (2016). “The good news about educational inequality.” New York Times (p. SR10). Available at https://www.nytimes.com/2016/08/28/opinion/sunday/the-good-news-about-educational-inequality.html.

Reardon, S.F., Robinson-Cimpian, J.P., & Weathers, E. (2015). “Patterns and trends in racial/ethnic and socioeconomic achievement gaps (revised and updated version of 2007 chapter).” In Helen A. Ladd & Margaret Goertz (Eds.), Handbook of Research in Education Finance and Policy. Lawrence Erlbaum.

Reardon, S. F. (2013). “No Rich Child Left Behind.” New York Times (p. SR1). Available at http://opinionator.blogs.nytimes.com/2013/04/27/no-rich-child-left-behind/.

Reardon, S.F. (2011). “The widening academic achievement gap between the rich and the poor: new evidence and possible explanations.” In Richard Murnane & Greg Duncan (Eds.), Whither Opportunity? Rising Inequality and the Uncertain Life Chances of Low-Income Children. New York: Russell Sage Foundation.


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January 2022 LORRIE A. SHEPARD

Phone: 303.492.2711 Fax: 303.492.7090 e-mail: [email protected]

EDUCATIONAL HISTORY Pomona College (Major: History) B.A. 1968 University of Colorado Boulder (Major: Counseling) M.A. 1970 University of Colorado Boulder (Research & Evaluation Methodology) Ph.D. 1972 APPOINTMENTS University Distinguished Professor, School of Education, University of Colorado Boulder, 2010-

present. Dean, School of Education, University of Colorado Boulder, 2001-July 2016.

Professor and Program Chair, Research and Evaluation Methodology, School of Education, University of Colorado at Boulder. Chair from 1974-2003; Associate Professor 1980-1985, Assistant Professor 1974-1980; Director of Graduate Studies, 1989-1995; Interim Dean, 1996-1998.

Research and Evaluation Specialist, Office of Program Evaluation and Research, California State Department of Education, 1972-1974.

HONORS AND AWARDS 2017 George Norlin Award, University of Colorado Boulder Alumni Association

(Distinguished Professional Achievement) 2016 CASB State Leadership Award, Colorado Association of School Boards 2012 Robert L. Stearns Award, University of Colorado Boulder Alumni Association (Outstanding Faculty Achievement in Teaching, Research, and Service) 2011 Robert L. Linn Distinguished Address Award, Division D: Measurement and

Research Methodology, American Educational Research Association 2010 University Distinguished Professor, University of Colorado Boulder 2005-2009 President, National Academy of Education 2009 Samuel J. Messick Memorial Lecture Award, from the Test of English as a

Foreign Language (TOEFL) Program, the International Language Testing Association (ILTA) and the Language Testing Research Colloquium (LTRC)

2008 Fellow, American Educational Research Association 2006 David G. Imig Award for Distinguished Achievements in Teacher Education,

American Association of Colleges for Teacher Education 2005 Henry Chauncey Award for Distinguished Service to Assessment and Educational

Service, Educational Testing Service 2004 Award for Distinguished Contributions to Research in Education, American

Educational Research Association


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2

1999-2000 President, American Educational Research Association 1999 Award for Career Contributions to Educational Measurement, National Council

on Measurement in Education 1993-1997 Vice President for Programs, National Academy of Education 1994 University of Colorado Faculty Council Award for Excellence 1993 Palmer O. Johnson award for best article published in journals of the American

Educational Research Association 1992 Elected to membership in the National Academy of Education 1988-1990 Vice-President of the American Educational Research Association, for Division D:

Measurement and Research Methodology 1986 American Educational Research Association, Division H award, best policy study,

with Mary Lee Smith 1982-1983 President, National Council on Measurement in Education 1982-1983 Council on Research and Creative Work, Research Grant, University of Colorado

at Boulder 1983 American Educational Research Association, Division D, outstanding research

paper award, with Greg Camilli and David Williams 1982 American Educational Research Association, Division D, outstanding research

paper award, with M.L. Smith 1981 Distinguished Alumni Award, University of Colorado Alumni Association 1976-1977 Council on Research and Creative Work, Research Grant, University of Colorado

at Boulder 1969-1970 University of Colorado Doctoral Fellowship 1967-1968 President, Mortar Board, Pomona College PROFESSIONAL ACTIVITIES Member, National Academy of Education, 1992-present. President 2005-2009. Chair of Ethics

Committee, 2019-2022. Chair Professional Development Committee overseeing fellowship programs, 2021-2024.

Member, National Assessment of Educational Progress Validity Studies Panel, National Center for Education Statistics, 1995-present.

Member, Board of Directors, National Center for the Improvement of Educational Assessment, Dover, New Hampshire, 2018-2021.

Member, The Future of NAEP Panel, National Center for Education Statistics, 2012. Chair, Robert L. Linn Distinguished Address Award Committee, Division D: Measurement and

Research Methodology, American Educational Research Association, 2012. Member, 2021-2024.

Member, Colorado State Council on Educator Effectiveness, 2010-2015. Member, Committee on Value-Added Methodology for Instructional Improvement, Program

Evaluations, and Educational Accountability: A Workshop, National Research Council, 2008-2010.

Member, Committee on Incentives and Test-Based Accountability Systems in Education, National Research Council, 2007-2011.

Member, Board on Assessment and Testing, National Research Council, 1999-2005. Member, Committee on Assessment in Support of Instruction and Learning, National Research

Council, 2002-2003.


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President, American Educational Research Association, 1999-2000. Member of the AERA Council and Executive Board as president-elect and past-president, 1998-2001.

Chair, Career Award Committee, National Council on Measurement in Education, 2000-2001. Interim Editor, with Hilda Borko, Educational Researcher, a publication of the American

Educational Research Association, November 1999-March 2001. Co-chair with The Honorable Steve Gunderson, Panel on Improving of Education Research

(PIER), provided recommendations to the Congress on reauthorization of the Office of Educational Research and Improvement, 1999-2000.

Chair, Lindquist Award for Outstanding Contributions in Educational Measurement, American Educational Research Association, 1998-1999.

Co-chair with Sharon Lynn Kagan of the National Education Goals Panel Goal 1 Early Childhood Assessment Resource Group, 1994-1998.

Member of the National Academy of Education's Panel for the Evaluation of the National Assessment of Educational Progress Trial State Assessment, 1989-1997.

Vice President, National Academy of Education, 1993-1997. Co-chair, with Milbrey W. McLaughlin, of the National Academy of Education Panel on

Standards-Based Education Reform, 1994-1995. Member, Technical Advisory Panel for the President's and Governors' goal on school readiness,

1991-1995 Member, Colorado Task Force on Student Standards and Assessment, 1992-1994. Vice President, American Educational Research Association, for Division D, Measurement and

Research Methodology, 1988-1990. Educational Testing Service, Trustees' Committee on Research & Development 1981-1983;

Visiting Panel On Research, 1984-1990. Vice-Chair, Panel on the General Aptitude Test Battery, National Research Council, 1987-1989. Consultant, Medical College Admission Program, Association of American Medical Colleges,

1981-1989. Chair, Publications Committee, American Educational Research Association, 1986-1988. Editor, with M.L. Smith & G.V Glass, American Educational Research Journal, Volumes 21-23,

a publication of the American Educational Research Association, 1983-1986. Technical Advisory Committee, California Assessment Program, 1978-1985. Advisory Board, ERIC Clearinghouse on Tests, Measurement and Evaluation, ETS, Princeton, NJ,

1980-1985. President, National Council on Measurement in Education, 1982-83; Member of the NCME

executive board as president-elect and immediate past-president 1981-1984. Invited Director, AERA training workshop and mentor program for women and minorities on

Scholarly Publications, 1983-1984. Member, Joint Committee on Technical Standards for Educational and Psychological Testing,

American Psychological Association, American Educational Research Association, and National Council on Measurement in Education, 1982-1984.

Editor, Journal of Educational Measurement, Volumes 15-17, a publication of the National Council on Measurement in Education, 1977-1980.

Representative of the American Educational Research Association to the Joint Committee on Standards for Educational Evaluation, 1975-1980.

Selected mentor, AERA Grant to increase the Participation of Minorities in Educational R & D: worked as mentor with eight participants in supervised journal review process, 1979-1980.

Chair, American Educational Research Association, American College Testing Award Committee, 1979.


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Advisory Board, Johns Hopkins University National Symposium on Educational Research. (Criterion-Referenced Measurement, Educational Evaluation Methodology, 1979, Test Item Bias Methodology, 1980).

Member of the "May 12th" Working Group on Evaluation; Chair of the Spring 1977 national meeting.

MEMBERSHIPS IN SCHOLARLY AND PROFESSIONAL SOCIETIES American Educational Research Association National Academy of Education National Council on Measurement in Education EDITORIAL REVIEW American Educational Research Journal, 1980-present Educational Measurement: Issues and Practice, 1986-present Educational Researcher, 1981-present Review of Educational Research, 1978-present Educational Evaluation and Policy Analysis, 1980-2015 Science,2010-2015 Journal of Educational Measurement, 1975-2005, 2018 Special Issue American Psychologist, 1982-2001 Journal of Educational Psychology, 1984-2001 Journal of Educational Statistics, 1985-1990 Early Childhood Research Quarterly, 1988-2001 Professional School Psychology, 1988-2001 Applied Measurement in Education, 1988-2001 Elementary School Journal, 1989-2001 Exceptional Children, 1984-1989 Psychometrika, 1987-1989 The Behavioral and Brain Sciences, 1984 Journal of Personality and Social Psychology, 1982-1983 Journal of Applied Psychology, 1981-1982 Psychological Bulletin, 1979-1981 MAJOR RESEARCH GRANTS Co-Principal Investigator (with Felice Levine), An Assessment of Education Research Doctorate

Programs, National Science Foundation, $1,997,398, 2008-2011. (Administered at American Educational Research Association).

Principal Investigator (University of Colorado subaward), Institute of Education Sciences, U.S.

Department of Education, Subcontract from UCLA: Center for Research on Evaluation, Standards, and Student Testing. $748,000, 2005-2010.

Co-Principal Investigator (with M. Ruiz-Primo & D. Briggs), Undergraduate Science Course

Innovations and Their Impact on Student Learning, $200,000, 2007-2009.


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Co-Principal Investigator (with Fran Stancavage), Sensitivity of NAEP to the Effects of Reform-Based Teaching and Learning in Middle School Mathematics, $458,136, 2004-2009. (Administered at American Institutes of Research).

Principal Investigator (with R. Linn & H. Borko), Office of Educational Research and

Improvement, U.S. Department of Education, Subcontract from UCLA: Center for Research on Evaluation, Standards, and Student Testing (CRESST). $4,788,018 Total Subcontract Award, 1985-2005.

Principal Investigator, Office of Educational Research and Improvement, U.S. Department of

Education, Subcontract from UC Santa Cruz: Center for Research on Education, Diversity, and Excellence (CREDE), $270,889, 1996-2001.

PUBLICATIONS Books and Monographs Ryan, K. E., & Shepard, L. A., (Eds.) (2008). The future of test-based educational

accountability. New York: Routledge, Taylor and Francis. Shepard, L., Kagan, S.L., & Wurtz, E. (Eds.) (1998). Principles and Recommendations for Early

Childhood Assessments. Washington, D.C.: National Education Goals Panel. McLaughlin, M., & Shepard, L.A. (1995). Improving Education through Standards-Based

Reform: A Report by the National Academy of Education Panel on Standards-Based Education Reform. Stanford, CA: National Academy of Education.

Camilli, G., & Shepard, L.A. (1994). Methods for Identifying Biased Test Items. Thousand Oaks,

CA: SAGE Publications. Shepard, L., Glaser, R., Linn, R., & Bohrnstedt, G. (1993). Setting Performance Standards for

Student Achievement: A Report of the National Academy of Education Panel on the Evaluation of the 1992 Achievement Levels. Stanford, CA: National Academy of Education.

Shepard, L.A., & Smith, M.L. (Eds.). (1989). Flunking Grades: Research and Policies on

Retention. London: The Falmer Press. Journal Articles Shepard, L. A. (2021). Ambitious teaching and equitable assessment: A vision for prioritizing

learning, not testing. American Educator, 45(3), 28-37, 48. Shepard, L. A. (2019). Classroom assessment to support teaching and learning. The ANNALS of

the American Academy of Political and Social Science, 683, 183-200.


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Shepard, L. A. (2018). Learning progressions as tools for assessment and learning, Applied Measurement in Education, 165-174.

Shepard, L. A., Penuel, W. R., & Pellegrino, J. W. (2018). Classroom assessment principles to

support learning and avoid the harms of testing, Educational Measurement: Issues and Practice, 37(1), 52-57.

Shepard, L. A., Penuel, W. R., & Pellegrino, J. W. (2018). Using learning and motivation theories

to coherently link formative assessment, grading practices, and large-scale assessment, Educational Measurement: Issues and Practice, 37(1), 21-34.

Shepard, L. A., Penuel, W. R., & Davidson, K. L. (2017). Design principles for new systems of

assessment, Phi Delta Kappan, 98(6), 47-52. Shepard, L. A. (2016). Evaluating test validity: Reprise and progress, Assessment in Education:

Principles, Policy, & Practice, 23(2), 268-280. Shepard, L. A. (2016). Testing and assessment for the good of education: Contributions of AERA

presidents, 1915-2015, Educational Researcher, 45(2), 112-121. Shepard, L. A. (2013). Validity for what purpose? Teachers College Record, 115(9), 1-12. Shepard, L. A. (2013). Why lessons learned from the past require Haertel’s expanded scope for

test validation, Measurement: Interdisciplinary Research and Perspectives, 11(1-2), 50-54.

Briggs, D. C., Ruiz-Primo, M. A., Furtak, E., Shepard, L., & Yin, Y. (2012). Meta-analytic

methodology and inferences about the efficacy of formative assessment, Educational Measurement: Issues and Practice, 31(4), 13-17.

Shepard, L. A. (2012). Assessment lessons from K-12 education research: Knowledge

representation, learning, and motivation, 2011 Physics Education Research Conference, AIP Conf. Proc. 1413, 73-76.

Ruiz-Primo, M. A., Briggs, D., Iverson, H., Talbot, R., & Shepard, L. A. (2011). Impact of

undergraduate science course innovations on learning, Science, 331, 1269-1270. Shepard, L. A. (2010). Next-generation assessments. Science, 330, 890.

Shepard, L. A. (2010). What the marketplace has brought us: Item-by-item teaching with little

instructional insight. Peabody Journal of Education, 85(2), 246-257. Shepard, L. A. (2009). Commentary: Evaluating the validity of formative and interim assessment,

Educational Measurement: Issues and Practice, 28(3), 32-37. Shepard, L. A. (2008). Commentary on the National Mathematics Advisory Panel

recommendations on assessment, Educational Researcher, 37(9), 602-609.


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Shepard, L. A. (2005). Linking formative assessment to scaffolding, Educational Leadership, 63(3), 66-70.

Shepard, L. A. (2002). The hazards of high-stakes testing, Issues in Science and Technology,

19(2), 53-58. Glaser-Raymo, J., & Shepard, L.A. (2000). Representation, voice, and inclusion: AERA in the

Year 2000. Educational Researcher, 29(9), 11-14. Shepard, L.A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7),

4-14. Translated into Swedish and republished as, Shepard, L.A. (2000). Utvardering som en kalla till insikt och hjalp. Pedagogiska Magasinet, 4, 36-42.

Shepard, L.A., Kagan, S.L., & Wurtz, E. (1998). Goal 1 early childhood assessments resource group recommendations. Young Children, 53, 52-54.

Shepard, L.A. (1997). Children not ready to learn? The invalidity of school readiness testing.

Psychology in the Schools, 34, 85-97. Shepard, L.A. (1997). The centrality of test use and consequences for test validity. Educational

Measurement: Issues and Practice, 16, 5-8.

Shepard, L.A., Smith, M.L., & Marion, S.F. (1996). Failed evidence on grade retention. Psychology in the Schools, 33, 251-261.

Shepard, L.A., Flexer, R.J., Hiebert, E.H., Marion, S.F., Mayfield, V., & Weston, T.J. (1996).

Effects of introducing classroom performance assessments on student learning, Educational Measurement: Issues and Practice, 15, 7-18.

Shepard, L.A., & Bliem, C.L. (1995). Parents' thinking about standardized tests and performance assessments. Educational Researcher, 24, 25-32.

Shepard, L.A. (1995). Using assessment to improve learning. Educational Leadership, 52, 38-

43. Shepard, L.A. (1994). The challenges of assessing young children appropriately. Phi Delta

Kappan, 76, 206-212. Shepard, L.A. (1993). The place of testing reform in educational reform: A reply to Cizek.

Educational Researcher, 22, 10-13.

Shepard, L.A. (1993). Evaluating test validity. In L. Darling-Hammond (Ed.), Review of Research in Education, Vol. 19. Washington, DC: American Educational Research Association.

Shepard, L.A. (1992). Psychometric properties of the Gesell Developmental Assessment: A

critique. Early Childhood Research Quarterly, 7, 47-52.


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Shepard, L.A. (1991). Will national tests improve student learning? Phi Delta Kappan, 72, 232-238.

Shepard, L.A. (1991). Readiness testing in local school districts: An analysis of backdoor

policies. Journal of Education Policy, 159-179. Co-published in S.H. Fuhrman & B. Malen (Eds.). The politics of curriculum and testing: The 1990 yearbook of the Politics of Education Association. London: Taylor & Francis.

Shepard, L.A. (1991). Psychometricians' beliefs about learning. Educational Researcher, 20, 2-16.

Shepard, L.A. & Smith, M.L. (1990). Synthesis of research on grade retention. Educational

Leadership, 47, 84-88. Shepard, L.A. (1990). Inflated test score gains: Is the problem old norms or teaching the test?

Educational Measurement: Issues and Practice, 9, 15-22.

Shepard, L.A. (1989). Why we need better assessments. Educational Leadership, 46,4-9. Graue, M.E. & Shepard, L.A. (1989). Predictive validity of the Gesell School Readiness Tests.

Early Childhood Research Quarterly, 4, 303-315.

Bredekamp, S. & Shepard, L. (1989). How best to protect children from inappropriate school expectations, practices, and policies. Young Children, 44, 14-24.

Smith, M.L. & Shepard, L.A. (1988). What doesn't work: Explaining policies of retention in the

early grades. Research Information for Teachers. New Zealand Council for Educational Research and the Australian Council for Research. (Reprinted from Phi Delta Kappan, 1987).

Smith, M.L. & Shepard, L.A. (1988). Kindergarten readiness and retention: A qualitative study

of teachers' beliefs and practices. American Educational Research Journal, 25, 307-333.

Shepard, L.A. & Smith, M.L. (1988). Flunking kindergarten: Escalating curriculum leaves many behind. American Educator, 12, 34-38.

Shepard, L.A. & Smith, M.L. (1988). Escalating academic demand in kindergarten:

Counterproductive policies. The Elementary School Journal, 89, 135-145.

Smith, M.L. & Shepard, L.A. (1987). What doesn't work: Explaining policies of retention in early grades. Phi Delta Kappan, 68, 129-134.

Shepard, L.A. & Smith, M.L. (1987). Effects of kindergarten retention at the end of first grade.

Psychology in the Schools, 24, 346-357. Shepard, L.A. & Kreitzer, A. (1987). The Texas teacher test. Educational Researcher, 16, 22-

31.

Camilli, G. & Shepard, L.A. (1987). The inadequacy of ANOVA for detecting test bias. Journal of Educational Statistics, 12, 87-99.


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Shepard, L.A. (1987). The new push for excellence: Widening the schism between regular and

special education. Exceptional Children, 53, 327-329.

Shepard, L.A. & Smith, M.L. (1986). Synthesis of research on school readiness and kindergarten retention. Educational Leadership, 44, 78-86.

Camilli, G. & Shepard, L.A. (1985). A computer program to aid the detection of biased test items.

Educational and Psychological Measurement, 45, 595-600.

Shepard, L.A. (1985). Reply to Madaus. Educational Measurement: Issues and Practice, 4, 14-16.

Shepard, L.A., Camilli, G., & Williams, D. (1985). Validity of approximation techniques for

detecting item bias. Journal of Educational Measurement, 22, 77-105. Shepard, L., Camilli, G., & Williams, D.M. (1984). Accounting for statistical artifacts in item

bias research. Journal of Educational Statistics, 9, 93-128.

Shepard, L.A., Smith, M.L., & Vojir, C.P. (1983). Characteristics of pupils identified as learning disabled. American Educational Research Journal, 20, 309-331.

Shepard, L. (1983). The role of measurement in educational policy: Lessons from the

identification of learning disabilities. Educational Measurement: Issues and Practice, 2, 4-8.

Davis, W.A. & Shepard, L.A. (1983). Specialists' use of tests and clinical judgment in the

diagnosis of learning disabilities. Learning Disability Quarterly, 6, 128-138. Shepard, L.A. & Smith, M.L. (1983). An evaluation of the identification of learning disabled

students in Colorado. Learning Disability Quarterly, 6, 115-127.

Shepard, L., Camilli, G., & Averill, M. (1981). Comparison of procedures for detecting test-item bias with both internal and external ability criteria. Journal of Educational Statistics, 6, 317-375.

Shepard, L.A. (1980). Standard setting issues and methods. Applied Psychological Measurement,

4, 477-467.

Shepard, L.A. (1980). An evaluation of the regression discrepancy method for identifying children with learning disabilities. Journal of Special Education, 14, 79-91.

Shepard, L.A. (1980). Reporting the results of statewide assessment. Studies in Educational

Evaluation, 6, 119-125. Shepard, L.A. (1979). Purposes of Assessment. Studies in Educational Evaluation, 5, 13-26.

Shepard, L.A. (1979). Construct and predictive validity of the California Entry Level Test. Educational and Psychological Measurement, 40, 867-877.


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Shepard, L.A. (1979). Norm-referenced vs. criterion-referenced tests. Educational Horizons, 58, 26-32.

Shepard, L.A. (1979). Self-acceptance: The evaluative component of the self-concept construct.

American Educational Research Journal, 16,139-160. Shepard, L.A. and Hopkins, K.D. (1977). Regression and the Matching Fallacy in

Quasi-Experimental Research. NABTE Review, 4, 11-14. Shepard, L.A. (1976). Setting standards and living with them. Florida Journal of Educational

Research, 18, 28-32. Book Chapters Shepard, L. A., Marion, S. G., & Saldaña, C. M. (in press). Standards-based reform and test-based

school accountability. In L. Cohen-Vogel, J. Scott, & P. Youngs (Eds.). Handbook of education policy research (Vol. 2). American Educational Research Association.

Palladino, J., & Shepard, L. (in press). Curriculum, Instruction, and Assessment: Coherently

Integrated and Mutually Supportive. In A. J. York, K. G. Welner, & L. M. Kelley. Schools of Opportunity Cases. New York: Teachers College Press.

Shepard, L. A. (2020). Should “measurement” have a role in teacher learning about classroom

assessment? In S. M. Brookhart & J. H. McMillan (Eds.), Classroom assessment and measurement. New York: Routledge.

Penuel, W. R., & Shepard, L. A. (2016). Assessment and teaching. In D. H. Gitomer & C. A.

Bell (Eds.), Handbook of research on teaching, 5th edition (Pp. 787-850). Washington, DC: American Educational Research Association.

Penuel, W. R., & Shepard, L. A. (2016). Social models of learning and assessment. In A. A.

Rupp & J. P. Leighton (Ed.). Handbook of cognition and assessment: Frameworks, methodologies, and applications (Pp. 146-173). New York: Wiley-Blackwell.

Shepard, L. A. (2015). If we know so much from research on learning, why are educational

reforms not successful? In M. J. Feuer, A. I. Berman, & R. C. Atkinson (Eds.). Past as prologue: The National Academy of Education at 50 Members reflect (Pp. 41-51). Washington, DC: National Academy of Education.

Shepard, L.A. (2012). Equity in assessment. In J. A. Banks (Ed.), Encyclopedia of diversity in

education. Los Angeles: Sage. Shepard, L.A. (2011). Assessing with integrity in the face of high-stakes testing. In P. J. Dunston,

L.B. Gambrell, K. Headley, S. K. Fullerton, P. M. Stecker, V. R. Gillis, & C. C. Bates (Eds.), 60th Yearbook of the Literacy Research Association (Pp. 18-32). Oak Creek, WI: Literacy Research Association.


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Shepard, L.A. (2008). Formative assessment: Caveat emptor. In C. A. Dwyer (Ed.), The Future of Assessment: Shaping Teaching and Learning (Pp. 279-303). New York: Lawrence Earlbaum.

Shepard, L.A. (2008). Assessment. In S. Mathison & E. W. Ross (Eds.), Battleground Schools

(Pp. 43-55). Westport, CN: Greenwood Press. Shepard, L. A. (2008). A brief history of accountability testing, 1965-2007. In Ryan, K. E. &

Shepard, L. A. (Eds.) The Future of Tests-Based Educational Accountability (Pp. 25-46). New York: Routledge.

Shepard, L.A. (2006). Classroom assessment. In R. L. Brennan’s Education Measurement,

Fourth Edition (Pp. 623-646). Westport, CT: Greenwood Publishing Group. Shepard, L., Hammerness, K., Darling-Hammond, L., & Rust, F. (2005). Assessment. In L.

Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 275-326). San Francisco: Jossey-Bass.

Shepard, L.A. (2004). Understanding research on the consequences of grade retention. In

Walberg, H. J., Reynolds, A. J., & Wang, M. C. (Eds.), Can unlike students learn together?: Grade retention, tracking, and grouping (pp. 183-202). Greenwich, CN: Information Age Publishing.

Shepard, L.A. (2004). Curricular coherence in assessment design. In M. Wilson (Eds.), Toward

coherence between classroom assessment and accountability (pp. 239-249). Chicago, IL: University of Chicago Press.

Shepard, L.A. (2003). Reconsidering large-scale assessment to heighten its relevance to learning.

In J.M. Atkin & J.E. Coffey (Eds.), Everyday assessment in the science classroom (pp. 121-146). Arlington, VA: National Science Teachers Association.

Shepard, L. A. (2003). Standardized tests and high-stakes assessment. In Guthrie, J. (ed.)

Encyclopedia of education, 2nd edition. New York: Macmillan. Shepard, L. A. (2002). Comment on grade retention and social promotion in Texas, 1994-99:

Academic achievement among elementary school students. In D. Ravitch (Ed.), Brookings papers on education policy: 2002 (pp. 56-67). Washington, DC: Brookings Institution Press.

Shepard, L. A. (2001). The role of classroom assessment in teaching and learning. In V.

Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 1066-1101). Washington, DC: American Educational Research Association.

Bradekamp, S., & Shepard, L. (1998). Assessing young children’s learning and development. In

R. Brandt (Ed.), Assessing Student Learning: New rules, New Realities. Arlington, VA: Educational Research Service.


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Shepard, L.A. (1995). Implications for standard setting of the National Academy of Education Evaluation of National Assessment of Educational Progress Achievement Levels. Proceedings from the Joint Conference on Standard Setting for Large-Scale Assessments. Washington, D.C.: National Assessment Governing Board and National Center for Education Statistics.

Shepard, L.A. (1994). Grade repeating. In T. Husen & T N Postlethwaite (Eds.), The

International Encyclopedia of Education (2nd ed.). Oxford: Pergamon Press. Shepard, L.A., & Graue, M.E. (1993). The morass of school readiness testing: Research on test

use and test validity. In B. Spodek (Ed.), Handbook of Research on the Education of Young Children. New York: Teachers College Press.

Shepard, L.A. (1992). Uses and abuses of testing. In Marvin C. Alkin (Ed.), Encyclopedia of

Educational Research, Sixth Edition, pp. 1477-1485. New York: MacMillan. Shepard, L.A. (1992). Retention and redshirting of kindergarten children. In Williams, L.R., &

Fromberg, D.P. (Eds.), Encyclopedia of Early Childhood Education. New York: Garland Publishing.

Shepard, L.A. (1992). Commentary: What policy makers who mandate tests should know about

the new psychology of intellectual ability and learning. In B.R. Gifford & M.C. O'Connor (Eds.), Changing assessments: Alternative views of aptitude, achievement, and instruction. Boston: Kluwer Academic Publishers.

Graue, M.E. & Shepard, L.A. (1992). Public school entrance age. In Williams, L.R., & Fromberg,

D.P. (Eds.), Encyclopedia of Early Childhood Education. New York: Garland Publishing. Shepard, L.A. (1991). Negative policies for dealing with diversity: When does assessment and

diagnosis turn into sorting and segregation. In E. Hiebert (Ed.), Literacy for a Diverse Society: Perspectives, Practices, and Policies. New York: Teachers College Press.

Shepard, L.A. (1991). The influence of standardized tests on early childhood curriculum,

teachers, and children. In B. Spodek & O.N. Saracho (Eds.), Issues in Early Childhood Curriculum (Yearbook in Early Childhood Education, Vol. 2). New York: Teachers College Press.

Shepard, L.A. (1990). The responsibilities of test developers for test misuse. The Uses of

Standardized Tests in American Education: Proceedings of the 1989 ETS Invitational Conference. Princeton, NJ: Educational Testing Service. Pp. 37-44.

Shepard, L.A. (1989). Identification of mild handicaps. In R.L. Linn (Ed.), Educational

Measurement. Third Edition. Washington, D.C.: The American Council on Education and MacMillan Publishing Company.

The following chapters in L.A. Shepard & M.L. Smith (Eds.). (1989). Flunking Grades: Research

and Policies on Retention. New York: The Falmer Press.


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Shepard, L.A. & Smith, M.L. Introduction and overview. Grissom, J.B. & Shepard, L.A. Repeating and dropping out of school. Shepard, L.A. A review of research on kindergarten retention. Shepard, L.A. & Smith, M.L. Academic and emotional effects of kindergarten retention

in one school district. Smith, M.L. & Shepard, L.A. Flunking grades: A recapitulation. Shepard, L.A. (1987). The Assessment of Readiness for School: Psychometric and Other

Considerations. In G.H. Brown & E.M. Faupel (Eds.), The Assessment of Readiness for School: Implications for a Statistical Program. Washington, D.C.: Center for Education Statistics.

Shepard, L.A. (1987). Reply to Osterlind. In Modgil, S. & Modgil, C. (Eds.), Arthur Jensen:

Consensus and Controversy. London: Falmer Press. Shepard, L.A. (1987). The case for bias in tests of achievement and scholastic aptitude. In

Modgil, S. & Modgil, C. (Eds.), Arthur Jensen: Consensus and Controversy. London: Falmer Press.

Shepard, L.A. (1984). Standard-setting methods. In R.A. Berk (Ed.), Criterion-referenced

measurement: The state-of-the-art. Second Edition. Baltimore, MD: The Johns Hopkins University Press.

Shepard, L.A. (1983). Standards for placement and certification. In Anderson, S.B. & Helmick,

J.S. (Eds.), On Educational Testing. San Francisco, CA: Jossey-Bass Publishers. Shepard, L. (1982). Norm-referenced vs. criterion-referenced tests. In Linder, F. & McMillan, J.

(Eds.), Educational Psychology 82/83. Guilford, CT: Annual Editions, Duskin Publishing. Shepard, L.A. (1982). Definitions of bias. In R.A. Berk (Ed.), Handbook of Methods for detecting

test bias. Baltimore, MD: The Johns Hopkins University Press. Shepard, L.A. (1981). Identifying bias in test items. In B.F. Green (Ed.), Issues in testing:

Coaching, disclosure and ethnic bias. San Francisco, CA: Jossey Bass. Shepard, L.A. (1980). Technical issues in minimum competency testing. In D.C. Berliner (Ed.),

Review of Research in Education, Volume VIII. Itasca, IL: F.E. Peacock Publishers. Shepard, L.A. (1979). Setting standards. In M.A. Bunda & J.R. Sanders (Eds.). Practices and

Problems in Competency-Based Measurement. Washington, D.C.: National Council on Measurement in Education.

Reviews


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Shepard, L. A. (2019). NEPC Review: Education System Alignment for 21st Century Skills: Focus on Assessment. Boulder, CO: National Education Policy Center.

Shepard, L.A., Smith, M.L., & Marion, S.F. (1998). On the Success of Failure: A rejoinder to

Alexander. Psychology in the Schools, 35, 404-406. Shepard, L.A. (1985). Review of Comprehensive Tests of Basic Skills. Third Edition. In James

V. Mitchell, Jr. (Ed.), The Ninth Mental Measurements Yearbook. Lincoln, NE: University of Nebraska.

Shepard, L.A. (1985). Review of Stanford Diagnostic Mathematics Test. In James V. Mitchell,

Jr. (Ed.), The Ninth Mental Measurements Yearbook. Lincoln, NE: University of Nebraska. Shepard, L.A. (1978). A review of the Self-Perception Inventory. In O.K. Buros (Ed.), The

Eighth Mental Measurements Yearbook, Volume I. Highland Park, N.J.: Gryphon Press. Shepard, L.A. (1978). A review of the Self-Concept and Motivation Inventory. In O.K. Buros

(Ed.), The Eighth Mental Measurements Yearbook, Volume l. Highland Park, N.J.: Gryphon Press.

Glass, G.V & Shepard, L.A. (1976). Review of Sturdy Statistics by Mosteller and R.Rourke,

Contemporary Psychology, 21, 392-394. Shepard, L.A. (1972). Review of Donald Fiske's Measuring Concepts of Personality. Educational

and Psychological Measurement, 32, 523-526. Reports Daro, P., Hughes, G. B., Stancavage, F., Shepard, L.A., Webb, D. C., Kitmitto, S., & Tucker-

Bradway, N. (2021). A comparison of the 2017 NAEP Mathematics Assessment with current-generation state assessments in mathematics: Expert judgment study. Palo Alto, CA: NAEP Validity Studies (NVS) Panel, American Institutes for Research.

Shepard, L. A., Kitmitto, S., Daro, P., Hughes, G. B., Webb, D. C., Stancavage, F., & Tucker-

Bradway, N. (2020). Validity of the National Assessment of Educational Progress to evaluate cutting-edge curricula. Palo Alto, CA: NAEP Validity Studies (NVS) Panel, American Institutes for Research.

Darling-Hammond, L., Herman, J., Pellegrino, J. Abedi, J., Aber, J. L., Baker, E., Bennett, R.,

Gordon, E., Haertel, E., Hakuta, K., Ho, A., Linn, R. L., Pearson, P. D., Popham, J., Resnick, L., Schoenfeld, A. H., Shavelson, R., Shepard, L. A., Shulman, L., & Steele, C. M. (2013, June). Criteria for high-quality assessment. Stanford, CA: Stanford Center for Opportunity Policy in Education.

Shepard, L., Daro, P., & Stancavage, F. B. (2013). The relevance of learning progressions for

NAEP. In F. B. Stancavage & G. W. Bohrnstedt (Eds.). Examining the content and context of the Common Core State Standards: A first look at Implications for the National


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Assessment of Educational Progress (Pp. 135-251). Palo Alto, CA: NAEP Validity Studies (NVS) Panel, American Institutes for Research.

Shepard, L. A., Davidson, K. L., & Bowman, R. (2011). How middle-school mathematics

teachers use interim and benchmark assessment data. CRESST Report 807. Los Angeles: National Center for Research, Evaluation, Standards, and Student Testing (CRESST), University of California.

Stancavage, F. B., Shepard, L., McLaughlin, D., Holtzman, D., Blankenship, C., & Zhang, Y.

(2009). Sensitivity of NAEP to the Effects of Reform-Based Teaching and Learning in Middle School Mathematics. Palo Alto, CA: NAEP Validity Studies (NVS) Panel, American Institutes for Research.

Taylor, G., Shepard, L., Kinner, F., & Rosenthal, J. (2003). A survey of teachers' perspectives on

high-stakes teaching in Colorado: What gets taught, what gets lost. CSE Technical Report 588. Los Angeles: National Center for Research, Evaluation, Standards, and Student Testing (CRESST), University of California.

Gunderson, S., & Shepard, L. (2000). Recommendations for the Improvement of the Federal

Educational Research Program. Washington, DC: American Educational Research Association.

Shepard, L. (2000). Why is "Teaching the Test" a bad thing? State Education Leader, 18(1), 7-8. (Denver, CO: Education Commission of the States)

Shepard, L. (2000, Winter/Spring). CSAP is a good test, but some uses are inappropriate. Leading

Edge, 1-3. (Denver, CO: Colorado Association of School Boards) Shepard, L.A. (2000). The Role of Classroom Assessment in Teaching and Learning. CSE

Technical Report 517. Los Angeles: National Center for Research, Evaluation, Standards, and Student Testing (CRESST), University of California.

Shepard, L. A., Taylor, G., & Betebenner, D. (1998). Inclusion of Limited-English-Proficient Students in Rhode Island’s Grade 4 Mathematics Performance Assessment. CSE Technical Report 486. Los Angeles: National Center for Research, Evaluation, Standards, and Student Testing (CRESST), University of California.

Shepard, L. A., & Bliem, C. L. (1995). An analysis of parents opinions and changes in opinions

regarding standardized tests, teacher’s information, and performance assessments. CSE Technical Report 397. Los Angeles: National Center for Research, Evaluation, Standards, and Student Testing (CRESST), University of California.

Shepard, L. A., Flexer, R., Hiebert, E., Marion, S., Mayfield, V., & Weston, T. (1995). Effects of

introducing classroom performance assessments on student learning. CSE Technical Report 394. Los Angeles: National Center for Research, Evaluation, Standards, and Student Testing (CRESST), University of California.


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Shepard, L.A., & Bliem, C.L. (1993). Parents opinions about standardized tests, teacher’s information, and performance assessments. CSE Technical Report 367. Los Angeles: National Center for Research, Evaluation, Standards, and Student Testing (CRESST), University of California.

Shepard, L. A. (1992). Will national tests improve student learning? CSE Technical Report 342.

Los Angeles: National Center for Research, Evaluation, Standards, and Student Testing (CRESST), University of California.

Shepard, L.A. (1987). Discussant comments. In unexpected differential item performance and

its assessment among black, Asian-American, and Hispanic students. ETS Research Report. Princeton, NJ: Educational Testing Service.

Shepard, L.A., Kreitzer, A.E., & Graue, M.E. (1987). A Case Study of the Texas Teacher Test: Technical Report. Los Angeles, CA: Center for Research on Evaluation, Standards, and Student Testing.

Shepard, L.A. & Smith, M.L. (1985, March). Boulder Valley Kindergarten Study: Retention

Practices and Retention Effect. Boulder, CO: Boulder Valley Public Schools, 198 pgs. Shepard, L.A. (1982, December). Assessment of learning disabilities, ERIC/TM Report 84.

Princeton, NJ: ERIC Clearinghouse on Tests, Measurement, and Evaluation.

Shepard, L., Smith, M.L. (with Davis, A., Glass, G.V, Riley, A., Vojir, C.) (1981, February). Evaluation of the Identification of Perceptual Communicative Disorders in Colorado. Prepared under contract from the Colorado Department of Education, Laboratory of Educational Research, University of Colorado, Boulder, CO.

Shepard, L.A. (1979, August). An evaluation of the discrepancy method for identifying children

with perceptual and communicative disorders. Office of Evaluation and Pupil Services, Boulder Valley School District, Boulder, CO.

Shepard, L.A. (1979, August). Validity of tests used to diagnose learning disabilities. Office of Evaluation and Pupil Services, Boulder Valley School District, Boulder, CO.

Educational Evaluation: Course Outlines and Reading Materials. Compiled by L. Shepard

(1978). Report available from the Laboratory of Educational Research, University of Colorado, Boulder, CO 80309.

Shepard, L.A. (1977). The Writing Assessment. In Language Arts Action Program, Office of

Evaluation and Pupil Services, Boulder Valley School District, Boulder, CO. Shepard, L.A. (1977, April). A Checklist for Evaluating Large-Scale Assessment Programs.

Occasional Paper Series, Evaluation Center, Western Michigan University. Shepard, L.A. (1975, May). Final Report. Foothills Elementary School Parent Survey, Boulder

Valley School District.


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Shepard, L. (1974, March). California Assessment Program. Filmstrip and tape. California Department of Education.

Hood, P., Hopkins, K., Millman, J., Owens, T., Rogers, T., Shepard, L., Welch, W., & Worthen,

B. (1973, November). An Evaluation of the Cooperative Accountability Project. A report of a panel review evaluation of CAP print projects and related activities for the second grant period (December 1, 1972 to December 30, 1973).

Worthen, B., Millman, J., Hood, P., Frazier, C., Lidstrom, D., Shepard, L., & Rogers, T. (1972, December). The Ohio Accountability Project: Evaluation Report of the Accountability Models. Ohio State University Evaluation Center, R.F. Number 3503-Al.

Shepard, L. & Glass, Gene V (1972). A multitrait-multimethod approach to the construct

validation of acceptance of self and acceptance of others. Grant #OEG 8-72-004 (509). U.S. Department of Health, Education, and Welfare.

Shepard, L. & Brezezinski, E. (1971). Report on the status of women in higher education in

Colorado. Denver, CO: Governor's Commission on the Status of Women. Wing, D.R. & Shepard, L.A. (1970). Community participation study. Technical Report No. 13,

Compensatory Education Evaluation 1968-69, Grant #OEG 8-8-961860 4003-(058), University of Colorado.

Glass, Gene V (with Daniel J. Booth, James R. Collins, Jon R. Erion, Jerry G. Horn, Helen H.

James, Loretta A. Shepard, Dennis R. Wing). (1970). Data Analysis of the 1968-69 Survey of Compensatory Education (Title I). Final Report. Grant #OEG 8-8-961860 4003-(058), U.S. Department of Health, Education and Welfare.

Glass, Gene V (with Daniel J. Booth, James R. Collins, John R. Erion, Jerry G. Horn, Helen H.

James, Loretta A. Shepard, Dennis R. Wing). (1970, May). Education of the Disadvantaged: An Elementary and Secondary Education Act of 1965 Fiscal Year 1969. Laboratory of Educational Research, University of Colorado.

Glass, Gene V, Erion, Jon, & Shepard, L. (1970). General Evaluation Plan. Technical Report No.

8, Compensatory Education Evaluation 1968-69, Grant #OEG 8-8-961860 4003-(058), University of Colorado.

White Papers and Major Lectures Shepard, L. A. (2021, April 21). “What Research on Learning Says about Testing and

Assessment.” Distinguished Professor Lecture Series, University of Colorado Boulder. https://www.colorado.edu/retiredfaculty/distinguished-faculty-series-professor-lorrie-shepard

Shepard, L. A., Diaz-Bilello, E., Penuel, W. R., & Marion, S. F. (2020). Classroom assessment

principles to support teaching and learning. Center for Assessment, Design, Research and Evaluation (CADRE), School of Education, University of Colorado Boulder.


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Baker, E. L., Barton, P. E., Darling-Hammond, L., Haertel, E., Ladd, H. F., Linn, R. L., Ravitch, D., Rothstein, R., Shavelson, R. J., & Shepard, L. A. (2010). Problems with the use of student test scores to evaluate teachers. Washington, DC: Economic Policy Institute.

Shepard, L., Hannaway, J., & Baker, E. (2009). Standards, assessments, and accountability.

Washington, DC: National Academy of Education. Available at: http://www.naeducation.org/Standards_Assessments_Accountability_White_Paper.pdf

Shepard, L.A. (1996). Measuring achievement. What does it mean to test for robust

understandings? William H. Angoff Memorial Lecture Series. Princeton, NJ: Educational Testing Services.

Practitioner Journals and Media Furtak, E., Shepard, L., & Penuel, W. R. (2021, March 5). Going forth with standardized tests may

cause more problems than it solves, The Conversation. Shepard, L. & Welner, K. (2021, February 20). Guest Commentary: 2021 CMAS value questioned,

Boulder Daily Camera. Shepard, L. (2020). Stop the Harms of Testing. American School Board Journal. 207 (6), 31-33. Shepard, L. (2020, August 3). "Why teachers shouldn’t give kids standardized tests when school

starts." Washington Post, Valerie Strauss blog. https://www.washingtonpost.com/education/2020/08/03/why-teachers-shouldnt-give-kids-standardizedtests-when-school-starts/

Shepard, L. A. (2020, December 16). "Testing Students This Spring Would Be a Mistake."

Education Week. https://www.edweek.org/teaching-learning/opinion-testing-students-this-spring-would-be-amistake/2020/12

Shepard, L. A. (2019, August 29). Data Walls Demoralize Students. Assessment Expert Lorrie

Shepard Explains Why, Newsletter. Boulder, CO: National Education Policy Center. Dissertation Shepard, L.A. (1972). A multitrait-multimethod approach to the construct validity of

self-acceptance. Unpublished doctoral dissertation, University of Colorado. Papers Shepard, L. A. (2020, April). Can the harms of testing be stopped by assessment literacy. Paper

prepared for the annual meeting of the American Educational Research Association but cancelled due to COVID-19.

Shepard, L. A., Penuel, W. R., & Pellegrino, J. W. (2017, September 13). Using learning and

motivation theories to coherently link formative assessment, grading practices, and large-scale assessment. Paper presented at the Special Conference on Classroom Assessment


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and Large-Scale Psychometrics: The Twain Shall Meet, National Council on Measurement in Education, Lawrence, KS.

Shepard, L. A. (2012, April). Evaluating the use of tests to measure teacher effectiveness:

Validity as a theory-of-action framework. Paper presented at the annual meeting of the National Council on Measurement in Education, Vancouver.

Shepard, L. A. (2000, October). Understanding research on the consequences of retention. Paper

presented at the National Invitational Conference, "Can Unlike Students Learn Together? Grade Retention, Tracking, and Grouping," sponsored by the Laboratory for Student Success at Temple University Center for Research in Human Development and Education, Alexandria, VA.

Shepard, L.A. (2000, April). The role of assessment in a learning culture. Presidential address

presented at the annual meeting of the American Educational Research Association, New Orleans.

Shepard, L., Kupermintz, H., & Linn, R. (2000, February). Cautions regarding the Sanders Value-

Added Assessment System. Response Panel comments, presented at the annual conference of the Colorado Staff Development Council, Denver.

Shepard, L. (2000, January). Comments on Colorado's Accreditation Benchmarks and

Suggestions for Improvement, white paper prepared for Colorado Association of School Boards and Denver Area Superintendents' Council.

Shepard, L.A. (1996, April). For the proposition: Consequential validity is a psychometrically

useful concept. Paper presented at the annual meeting of the American Educational Research Association, New York.

Shepard, L.A., Flexer, R.J., Hiebert, E.H., Marion, S.F., Mayfield, V., & Weston, T.J. (1994,

April). Effects of introducing classroom performance assessments on student learning. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.

Shepard, L.A., & Bliem, C.L. (1993, April 13). Parent opinions about standardized tests, teacher's

information and performance assessments. Paper presented at the annual meeting of the American Educational Research Association, Atlanta.

Shepard, L.A. (1992, April). Chapter 1's part in the juggernaut of standardized testing. Paper

presented at the annual meeting of the American Educational Research Association, San Francisco.

Shepard, L.A. (1992, April). Large-scale early childhood assessment versus every-pupil readiness

testing. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.

Shepard, L.A. (1991, June). Will national tests improve student learning? Paper presented at the

American Educational Research Association Public Interest Invitational Conference,


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Accountability as a State Reform Instrument: Impact on Teaching, Learning, and Minority Issues and Incentives for Improvement, Washington, DC.

Shepard, L.A., & Cutts-Dougherty, K. (1991, April). Effects of high-stakes testing on instruction.

Paper presented at the annual meeting of the American Educational Research Association, Chicago.

Koretz, D., Linn, R.L., Dunbar, S.B., & Shepard, L.A. (1991, April). The effects of high-stakes

testing on achievement: Preliminary findings about generalization across tests. Paper presented at the annual meeting of the American Educational Research Association, Chicago.

Shepard, L.A. (1990, April). Psychometricians' beliefs about learning. Vice presidential address

to Division D of the American Educational Research Association, Boston. Shepard, L.A. Negative policies for dealing with diversity: When does assessment and diagnosis

turn into sorting and segregation. Presentation at the annual School and University Conference of the School of Education, University of Colorado at Boulder, April 21, 1989.

Grissom, J.B. & Shepard, L.A. (1989, March). Structural equation modeling of retention and

overage effects on dropping out of school. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.

Shepard, L.A., Graue, M.E. & Catto, S.F. (1989, March). Delayed entry into kindergarten and

escalation of academic demands. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.

Shepard, L.A. (1989, March). Inflated test score gains: Is it old norms or teaching the test? Paper

presented at the annual meeting of the American Educational Research Association, San Francisco.

Shepard. L.A. (1989, January). Ability testing for special school placements. Paper presented in

the symposium, "Ability Testing: Uses, Consequences, and Conflicts," at the annual meeting of the American Association for the Advancement of Science, San Francisco.

Shepard, L.A. (1988, April). The harm of measurement-driven instruction. Paper presented at

the annual meeting of the American Educational Research Association, New Orleans. Shepard, L.A., & Kreitzer, A.E. (1987, April). The Texas teacher test. Paper presented at the

annual meeting of the American Educational Research Association, Washington, D.C. Shepard, L.A. (1986, April). School readiness and kindergarten retention: A policy analysis.

Paper presented at the annual meeting of the American Educational Research Association, San Francisco.

Shepard, L.A. & Smith, M.L. (1985, April). Effects of kindergarten retention at the end of first

grade. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.


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Shepard, L.A., Camilli, G., & Williams, D. (1984, April). Validity of approximation techniques

for detecting item bias. Presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

Shepard, L. (1983, April). The role of measurement in educational policy: Lessons from the

identification of learning disabilities. Presidential address given at the annual meeting of the National Council on Measurement in Education, Montreal.

Shepard, L., Camilli, G., & Williams, D.M. (1983, April). Accounting for statistical artifacts in

item bias research. Paper presented at the annual meeting of the American Educational Research Association, Montreal.

Shepard, L.A. & Smith, M.L. (1982, March). An evaluation of the identification of children with

learning disabilities in Colorado. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.

Smith, M.L., Shepard, L.A., Davis, A., & House, E. (1981, October). The Colorado Evaluation

of learning disabilities identification practices. Symposium presented at the joint meeting of the Evaluation Network and Evaluation Research Society, Austin, TX.

Shepard, L.A. (1981, April). Research vs. evaluation--Similarities and differences: Implications

for theory and practice. Symposium at the annual meeting of the American Educational Research Association, Los Angeles, CA.

Shepard, L.A. (1980, November). Definitions of bias. Paper presented at the Johns Hopkins

University, National Symposium on Educational Research. Test Item Bias Methodology: The State of the Art. Washington, D.C.

Shepard, L.A. (1980, June). Absolute standards for placement and certification. Invited

presentation at the Fourth International Symposium for Educational Testing, Antwerp, Belgium.

Shepard, L.A., Camilli, G. & Averill, M. (1980, April). A comparison of six procedures for

detecting test bias using both internal and external ability criteria. Paper presented at the annual meeting of the National Council on Measurement in Education, Boston, MA.

Shepard, L.A. (1978). A debate on the proposition: Adequate measurement technology exists to

implement fair, equitable and useful minimum competency testing programs. Proceedings of the National Conference on Minimum Competency Testing. Portland, OR: Clearinghouse for Applied Performance Testing, Northwest Regional Educational Laboratory.

Shepard, L.A. (1978, June). Purposes of assessment. Paper presented at the Eighth Annual

Conference on Large-Scale Assessment. Sponsored by the National Assessment of Educational Progress.


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Shepard, L.A. (1977, April). A Methodologist's Perspective on the Need for Educational Evaluation Guidelines and Standards. Paper presented at the annual meeting of the American Educational Research Association, New York.

Shepard, L.A. (1977, April). Reporting Results of Competency-Based Assessment. Paper

presented at the annual meeting of the National Council on Measurement in Education, New York.

Shepard, L.A. (1976, June). A method of evaluating assessment. Paper presented at the Sixth

Annual Conference on Large-Scale Assessment. Shepard, L.A. (1976, April). Setting standards and living with them. Paper presented as part of

an invited symposium on measurement problems associated with competency-based education. National Council on Measurement in Education annual meeting, San Francisco, CA.

Shepard, L.A. (1975, April). Reporting the results of statewide assessment. Paper presented at

the annual meeting of the American Research Association, Washington, D.C. Shepard, L.A. (1975, April). Developing the California Entry Level Test: Construct validity of

the subtests. Paper presented at the annual meeting of the National Council on Measurement in Education, Washington, D.C.

Shepard, L.A. & Glass, G.V (1973, February). A multitrait-multimethod approach to the construct

validation of self-acceptance. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.

Presentations, Talks, Colloquia (omitted) UNIVERSITY SERVICE [National service listed under Professional Activiteis, pp. 2-4.] School of Education Salary Committee, 2018-2020. Dean, 2001-2016. Interim Dean, 1996-1998. Director of Graduate Studies, School of Education, 1988-1995. Division Chair, Research and Evaluation Methodology, 1975-2001. Chair, Program Review Self-Study Committee, School of Education, 1990. Categories of service omitted, 1974-present: Search committees, faculty mentoring, Nominations of colleagues for awards, program development and curriculum committees. Boulder Campus Member, Advisory Board, Center for Teaching and Learning, Boulder Campus, 2019-present. University Distinguished Professors, elections and ad hoc advisory group, Boulder Campus, 2010-present. Member, ATLAS Committee on Assessment and Evaluation, Boulder Campus, 1999. Member, Chancellor’s Committee on Federal Relations, Boulder Campus, 1998-2001.


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Chair, Internal Review Committee for reappointment of Dean Ross Corotis. Boulder Faculty Assembly 1993-1996; Executive Committee, 1994-1996. Member, Vice-Chancellor's Academic Planning Committee, 1995-1996. Chair, Boulder Faculty Assembly Enrollment Task Force, 1994-1995. Member, Chancellor's Buffalo Futures Enrollment Task Force, 1994-1995. Salary Equity Methodology Committee, Boulder Campus, 1990-1993. Program Review Panel, Boulder Campus, 1988-1991. Program Review, School of Journalism, 1987-1988. Dean's level PT&R review, Journalism, 1987 Chancellor's Fellowship Committee, 1987. Graduate School Executive Committee, 1986-1987. Vice-Chancellor's Advisory Committee on promotion and tenure, 1981-1986.


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Christopher Suriano, Assistant Commissioner New York State Education Department

Office of Special Education As Assistant Commissioner, I oversee the Office of Special Education’s efforts to promote educational equity and excellence for students with disabilities, manage the general supervision and monitoring of all public and private schools serving New York State (NYS) preschool and school-age students with disabilities, and manage the provision of technical assistance and professional learning to parents and school districts. Duties include the following, among others:

• Oversee all aspects of the Individuals with Disabilities Education Act (IDEA) including the development of the State Performance Plan/Annual Performance Report and the State Systemic Improvement Plan;

• Participate in the development of proposals for State law and regulation, policy and procedures, and guidance to ensure NYS’s compliance with the IDEA;

• Ensure that technical assistance and professional development is provided to school districts, parents and other special education programs to improve educational outcomes for students with disabilities; and

• Oversee the operation of seven regional offices throughout NYS responsible for the monitoring and oversight of all public-school districts and approved private special education preschool and school-age programs to ensure compliance with the IDEA.

Certification/Title: NYS Management/Confidential (Exempt Class) Assistant Commissioner Title; NYS School Administrator and Supervisor (SAS) NYS Certification in Special Education K-12

Education: Educational Administration, State University of New York College at Brockport Special Education, Master of Science in Education, State University of New York, College of Arts and Science at Geneseo Special Education, Bachelor of Science, State University of New York, College of Arts and Science at Geneseo


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Employment: Assistant Commissioner, New York State Education Department, Office of Special Education (September 2016 – present) Duties of this position include the following as a direct report to the Deputy Commissioner of P-12 Instructional Support:

❑ Directs the work of a statewide operation; consisting of approximately 140 employees in the central and regional offices;

❑ Oversees all aspects of the IDEA including the development of the State

Performance Plan and Annual Performance Report and the State Systemic Improvement Plan;

❑ Participates in the development of proposals for State law and regulation,

policy and procedures, and guidance to ensure NYS compliance with the IDEA and the performance of students with disabilities;

❑ Ensures that technical assistance is provided to school districts, parents and other special education programs to improve educational outcomes for students with disabilities;

❑ Oversees the operation of seven regional offices throughout NYS that are responsible for the monitoring and oversight of public school districts and nonpublic preschool and school age programs delivering services to students with disabilities;

❑ Oversees the use of the IDEA discretionary funds for statewide special

education initiatives;

❑ Oversees the approval of special education programs serving preschool and school programs serving students with disabilities;

❑ Manages the implementation of the statewide special education professional development/technical assistance networks;

❑ Oversees the operation of the NYS School for the Deaf in Rome, NY and the NYS School for the Blind in Batavia, NY;

❑ Represents NYS on the National Association of State Directors of Special

Education;

❑ Works in collaboration with external stakeholders and advocacy groups in support of students with disabilities; and


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❑ Ensures the Department meets all obligations of the NYS Justice Center for the Protection of People with Special Needs in relation to investigations of abuse, neglect and significant incidents in residential schools.

Executive Director of Specialized Services, Rochester City School District, Department of Specialized Services (October 2013 – September 2016) Duties of this position include the following as a direct report to the Deputy Superintendent of Teaching & Learning:

❑ Districtwide oversight and management responsibility for the provision of special education and related services for students with disabilities;

❑ Districtwide oversight and management responsibility for the provision of

Section 504 Accommodation Plans;

❑ Grant Manager for the IDEA Part B 611 and 619 Grants; and,

❑ Districtwide oversight for the PD Data System and monitoring of the State Performance Plan Indicators.

Coordinator in the Education of Children with Disabilities, New York State Education Department (NYSED) P-12: Office of Special Education (OSE) (2012 - 2013) Duties of this position include the following as a direct report to the Assistant Commissioner:

❑ Oversight responsibility for State complaint investigations; ❑ Oversight responsibility for Approved Preschool Special Education

Programs; ❑ Oversight responsibility for Justice Center investigations of significant

incident;

❑ Oversight responsibility for OSE collaboration and special education monitoring in the Big 4 City School Districts;

❑ Oversight responsibility for special education monitoring of all public and nonpublic programs’ compliance with federal and State special education laws and regulations in the geographic areas covered by the Special Education Quality Assurance (SEQA) Central and Western Regional Offices;

❑ Oversight responsibility for the Comprehensive Special Education Information System (CSEIS); and


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❑ Co-management of the Quality Assurance Work Group (QAWG), which is responsible for the development of all SEQA monitoring protocols and professional development.

Supervisor in the Education of Children with Disabilities, New York State Education Department (NYSED) P-12: Office of Special Education, Special Education Quality Assurance (SEQA) (2007 – 2012) Duties of this position included the following:

❑ Oversight of special education monitoring activities of all public and nonpublic programs’ compliance with federal and State special education laws and regulations in the geographic area covered by the SEQA Western Regional Office;

❑ Oversight of State complaint investigations in the geographic areas covered by the SEQA Western Regional Office;

❑ Supervision of the monitoring and technical assistance activities in the

SEQA Western Regional Office;

❑ Coordination of the technical assistance provided to all public and approved private programs’ regarding federal and State special education laws and regulations in the geographic area covered by SEQA Western Regional Office;

❑ Coordination of the technical assistance and support provided to the various local interagency groups and other State Agencies;

❑ Collaboration with the various New York State funded Networks in the planning and implementation of the monitoring and improvement activities to be conducted in public and approved private programs;

❑ Supervisor Lead for the Quality Assurance Work Group (QAWG), which is responsible for the development of the monitoring products used by the SEQA Regional Offices. This included new product development and the ongoing maintenance of existing products.

Associate in the Education of Children with Disabilities, NYSED P-12, Office of Special Education, Special Education Quality Assurance (SEQA) (2000 – 2007) Duties of this position included the following:

❑ Lead Regional Associate (RA) - (August – December 2007);

❑ State Complaint Investigator;


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❑ Public school assignments included Genesee Valley BOCES, Monroe 1 BOCES, Monroe 2 BOCES all corresponding component school districts and the Rochester City School District;

❑ Nondistrict school assignments included Western Region approved 853 private schools (day and residential), State-supported (4201) schools, and State Reviewer for the NYS School for the Blind (NYSSB);

❑ Charter School assignment included all Rochester and Buffalo Area Charter Schools;

❑ Quality Assurance review experience includes Performance Reviews,

Verification Reviews, Focused Reviews, Nondistrict 853/4201 Reviews, OCFS Reviews, DOCS Reviews, State-supported 4201 Staffing Reviews, Out-of-State Nondistrict 853 Reviews and IDEA Effective Instructional Practices Reviews;

❑ Lead RA for QAWG and related subgroup activities responsible for the

development of SEQA monitoring protocols; and, ❑ Various assignments and activities involving collaboration with other

Department Offices, State Agencies, and State Funded Networks. Special Education Teacher, Caledonia-Mumford Central School District (1991 - 2000) Administrative/Teaching duties included the following:

❑ Secondary level special education teacher in special class (15:1) program, special class (12:1+1), consultant teacher services, resource room, alternative education GED program and extended school year special class (12:1+1) program;

❑ Work-experience coordinator for students with disabilities; and,

❑ Athletic Director.

Special Education Teacher, Dansville Central School District (1989 - 1991)

❑ Elementary level special education teacher in special class (15:1) program and consultant teacher services

Special Education Teacher, Livingston-Steuben-Wyoming BOCES, Holcomb Building (July - August 1990)

❑ Jr. High School Day Treatment special class (6:1+1) program


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Special Education Teacher, Livingston-Wyoming ARC, Holcomb Building (May – August 1989)

❑ Preschool Program ❑ Parent-Infant Program


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ALEXANDER TRIKALINOS EXPERIENCE

New York State Education Department - Albany, NY, May 2013 - Present Executive Director, Office of Educator Quality and Professional Development, April 2016 - Present Interim Director, Office of Teacher/Leader Effectiveness, November 2015 - April 2016 • Direct the development and implementation of State-level strategies to support the recruitment, retention,

professional learning and growth of educators, including innovative educator preparation models, district and BOCES (Boards of Cooperative Educational Services) professional learning plans, mentoring and induction programs, and career ladder pathways.

• Direct the development and implementation of State-level strategies to ensure that all students, including students of color and students in poverty, have equitable access to effective, experienced, diverse, and qualified educators.

• Develop statutory proposals, regulations, and field guidance for initiatives related to teacher and school leader preparation, mentoring and induction, evaluation, professional learning, and career ladders.

• Present to the New York State Board of Regents on statutory, regulatory, programmatic, and policy matters related to the above areas.

• Lead a team of educators, attorneys, and data analysts responsible for the implementation and monitoring of 735 local evaluation systems, as well as providing technical assistance and coaching to the field on research and best practices in evaluation systems.

• Prepare talking points, presentations, speeches, and briefing materials for the Commissioner, Senior Deputy Commissioner for Education Policy, and Deputy Commissioner for Higher Education.

• Collaborate with staff to create professional growth plans, provide ongoing feedback and coaching, conduct performance reviews, and facilitate professional development.

• Coordinate with the Metrics Unit in the Office of Accountability to refine the use of statistical growth models for educator quality initiatives and school accountability, including developing tools and resources for the field to explain these measures and make data actionable.

• Collaborate with external stakeholders and advisory boards including superintendents, school leaders, teachers, unions, school boards, and parent organizations to create and refine policies and programs.

• Present and conduct workshops at State conferences for educational leaders and educators and provide professional development at regional educational centers.

• Collaborate with staff in the Office of Public Affairs to create talking points, Q&A documents, and other resources to assist the media and public stakeholders to understand Department policies and activities.

• Collaborate with the Office of Governmental Relations to advance statutory and budgetary proposals to the Governor’s Office and State Legislature.

• Oversee the collection, analysis, and public reporting of data relating to educator effectiveness, including the strategic use of data to advance the Department’s mission and evaluate program effectiveness.

Education Specialist, Office of Teacher/Leader Effectiveness, May 2013 - November 2015 • Served as chief of staff to the Assistant Commissioner. • Provided support and technical assistance to stakeholders regarding statutory and regulatory requirements

for developing and implementing teacher and principal evaluation systems. • Developed regulations, memoranda, guidance, and other documents for senior SED staff and external

stakeholders related to teacher and principal evaluation systems. • Developed processes, tools, and documents for monitoring districts’ and BOCES’ compliance with

Education Law and implementing regulations. Conducted audits and site visits.


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• Trained and supervised staff members on internal protocols for reviewing teacher and principal evaluation systems for compliance with statutory and regulatory requirements and best practices.

• Collaborated with the data analytics unit to conduct research and policy analysis, fulfill stakeholder requests, and oversee the State’s Educator Equity Plan.

• Oversaw the State’s career ladder pathways strategy as adopted by the Board of Regents. • Oversaw the Teacher Incentive Fund (TIF) unit, responsible for grant activities totaling $25 million in

federal funds, to ensure reporting, monitoring, and programmatic requirements were met. The Princeton Review – Albany, NY, June 2011 - November 2015 Classroom Instructor and Master Tutor

• Delivered effective, curriculum-aligned instruction to high school and college students in classroom and individualized settings.

• Assessed student learning through a comprehensive system of diagnostic, formative, benchmark, and summative assessments.

• Analyzed assessment data and differentiated instruction to ensure improved achievement for all students. • Provided guidance and support to students and parents on college and graduate school planning. • Assisted in the revision of existing curricula due to changes in content to SAT, ACT, LSAT, and GRE. • Mentored and coached new instructors.

EDUCATION

Albany Law School, Albany, NY Juris Doctor

Hampden-Sydney College, Hampden-Sydney, VA Bachelor of Arts, English Literature

ACTIVITIES/SKILLS

Certified Mediator, New York State Unified Court System Language: Spanish (proficient in speaking, reading, and writing) Advanced proficiency in Microsoft Office suite (Word, Excel, PowerPoint, Access)


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Zachary B. Warner

EDUCATION & LICENSURE

University at Albany, State University of New York

Doctor of Philosophy: Educational Psychology (2013)

Master of Science: Educational Psychology & Methodology (2011)

State University of New York College at Plattsburgh

Master of Science for Teachers: Adolescence Education (2008)

Bachelor of Arts: Mathematics (Magna Cum Laude; 2008)

Massachusetts Department of Education Licensure: Mathematics Grades 8-12

EXPERIENCE


Director, Office of State Assessment 2018-present

- Oversee the coordination of office operations, including budget, personnel, technology

and the development of ongoing management of testing contracts with vendors to

ensure assessments are aligned with the learning standards, and are fair, valid and

defensible for all students in New York State.

- Manage the Test Development and Test Administration Units for quality process

improvements in the preparation, production and distribution of examinations.

- Coordinate the development and implementation of new assessments that align with

the new learning standards and meet the federal requirements.

- Liaise with external committees that review and advise the Education Department on

new and alternative assessment mechanisms, the Technical Advisory Committee

(TAC) and the Statewide Assessment Panel.


State Psychometrician 2015-2018

- Oversee development and administration for tests in the NYS Testing Program.

- Advise NYSED leadership on assessment policy and psychometric issues.

- Develop Office of State Assessment memoranda and other communications to inform

and respond to stakeholders regarding assessment policy.

- Manage staff in implementing assessment-related research agendas regarding test

development, administration and validation.

- Liaison with internal and external stakeholder groups, including NYS Technical

Advisory Committee, regarding assessment policy, development and implementation.


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Project Coordinator: Assessment Transition 2014-2015

- Led test development and administration efforts for the NYS Testing Program

transition to the Common Core State Standards.

- Supervised content specialists responsible for development of Regents Examinations.

- Directed statistical analysts in design and implementation of research to support test

development, administration and validation.

- Developed communications to inform educators, parents, and other consumers.

- Collaborated with psychometric and content advisory groups on assessment issues.


Assistant in Educational Testing 2009-2014

Education Specialist

- Directed content specialists on test development for the Regents Examinations.

- Performed psychometric and statistical analyses using data from the NYS Testing

Program to inform design and development of assessments.

- Managed standalone field testing program to assess the quality of test development.

- Coordinated three sites and vendor staff involved in scoring test items and oversaw the

production of psychometric reports on new test items.

Washington-Saratoga-Warren-Hamilton-Essex BOCES

Assessment Consultant 2012

- Designed and developed pre-tests for academic content areas and career and technical

education (CTE) programs.

- Supervised content specialists and item writers.

- Wrote technical documentation to support administration, scoring, and interpretation

of results and conducted scorer training.

Sage College of Albany & University at Albany

Instructor 2011-2012

- Taught Mathematics for Teaching and Learning to future teacher candidates in the

graduate education program.

- Taught Instructional Psychology, Evaluation, and Social Issues in Testing to

undergraduate students in the School of Education.

Pittsfield Public Schools

High School Mathematics Teacher 2008-2009

- Taught sections of Algebra 2, Geometry and Introduction to Algebra & Geometry II to

students in Grades 9-12.

PROFESSIONAL AWARDS & MEMBERSHIPS

- Early Career Mentorship Award, American Educational Research Association.

- Chancellor’s Award for Student Excellence, State University of New York.

- Presidential Scholar, SUNY College at Plattsburgh

- Member, National Council on Measurement in Education

o Chair, State and Local Assessment Leaders Special Interest Group


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NYS’s Performance Learning and Assessment Networks (PLAN) Project Budget Narrative

1

BUDGET NARRATIVE

The proposed CGSA project is part of a broader initiative that NYSED started in 2021 to

reimagine our statewide assessment strategy. The University of the State of New York Regents

Research Fund was fortunate to be awarded a 2.5-year, $500,000 grant from the Carnegie

Corporation of New York to enable NYSED to launch the initiative. The University of the State

of New York (“USNY”) is a corporation organized under the laws and Constitution of the State

of New York, and is registered as a 501(c)(3) not-for-profit corporation. The New York State

Board of Regents is the governing board of USNY, and the Commissioner of Education is the

President of USNY. The goals and projects of USNY are accomplished through the State

Education Department. USNY's fiscal responsibilities are administered by an office of USNY

called the Regents Research Fund, which is dedicated to providing educational, cultural and

historical research, health and wellness programs, and other related scholarship and research

projects for the betterment of the citizens of the State of New York. Use of those funds is noted

throughout the budget narrative, as is the allocation of state resources to accomplish this work.

Personnel & Fringe Benefits

The CGSA Project Director Allison Armour-Garb and CGSA Project Coordinator

Nicole Lennon will both dedicate 20% (.2 FTE) of their time to the project; their salaries will

not be charged to the grant, as this work falls within the scope of their positions at NYSED. The

salary of the current PLAN Pilot Project Manager, Debra Lamb, is covered by the Carnegie

Corporation grant through the mid-point of Year 2 of the CGSA grant. Beginning at that point (6

months into Year 2 of the CGSA grant), the PLAN Pilot Project Manager salary (1.0 FTE) will

be charged to CGSA, with a base salary of $98,000 and a 2% cost of living increase annually

through the grant period.


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2

We are proposing to add two half-time (.5 FTE) staff members to support research and

field work. The Research Coordinator (.5 FTE) and the Field Support Liaison (.5 FTE) will

start at a base salary of $75,000, with a 2% cost of living increase annually. The fringe benefits

rate at NYSED is 61.85%. (See Exhibit 1 for calculations.)

Exhibit 1: Personnel & Fringe Benefits Calculations

PLAN Budget

FTE

charged

to grant

Base

Salary

Annual

COLA

Year 1

2022-2023

Year 2

2023-2024

Year 3

2024-2025

Year 4

2025-2026

Total

Grant Request

1. Personnel

CGSA Project Director 0 $146,402

CGSA Project Coordinator 0 $61,936

PLAN Pilot Director 1.0* $98,000 2.00% $49,000 $99,960 $101,959 $250,919

Research Coordinator 0.5 $75,000 2.00% $37,500 $38,250 $39,015 $39,795 $154,560

Field Support Liaison 0.5 $75,000 2.00% $37,500 $38,250 $39,015 $39,795 $154,560

Total Personnel 2 $75,000 $125,500 $177,990 $181,550 $560,040

2. Fringe Benefits

Estimated @ 61.85% for

FICA, Medicare, pension,

unemployment and

disability insurance.

62% $46,388 $77,622 $110,087 $112,289 $346,385

Total Fringe Benefits $46,388 $77,622 $110,087 $112,289 $346,386

*First 18 months covered by Carnegie Corporation grant; charge to CGSA grant begins month 19.

Travel

While we will utilize web-based meetings as much as possible, the proposed work requires in-

person field work, such as support to schools in conducting community outreach, engagement,

and education about PBLA; providing direct training; and conducting research activities. We

estimate that PLAN Pilot staff will make approximately 2 visits per Network (10 Networks) in

Year 1; 4 visits per Network in Years 2 and 3; and 2 visits per Network in Year 4. Each “visit”


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accounts for 1 member of PLAN Pilot staff. We are budgeting for regional travel only by train or

personal auto, as appropriate, with an estimated visit of 3 days (2 overnights). Our budget

estimates total car/train costs at $150 per trip; lodging for 2 nights at $175/night; 3 days for

meals at $75/day. (See Exhibit 2 for calculations.)

Exhibit 2: Travel Calculations

PLAN Budget

Cost per

Visit

Year 1

2022-2023

Year 2

2023-2024

Year 3

2024-2025

Year 4

2025-2026

Total

Grant Request

3. Travel

Number of Visits/Cost per Visit $725 20 40 40 20 -

Total Travel - $14,500 $29,000 $29,000 $14,500 $87,000

Equipment

N/A. (See Exhibit 3 for calculations.)

Exhibit 3: Equipment Calculations

PLAN Budget

Year 1

2022-2023

Year 2

2023-2024

Year 3

2024-2025

Year 4

2025-2026

Total

Grant Request

4. Equipment - - - - -

Total Equipment $0 $0 $0 $0 $0

Supplies

We have budgeted for materials and supplies to support the PLAN Pilot staff at $4,000

per year. (See Exhibit 4 for calculations.)

Exhibit 4: Supplies Calculations

PLAN Budget

Year 1

2022-2023

Year 2

2023-2024

Year 3

2024-2025

Year 4

2025-2026

Total

Grant Request

5. Supplies

PLAN Pilot materials and supplies $4,000 $4,000 $4,000 $4,000 $16,000

Total Supplies $4,000 $4,000 $4,000 $4,000 $16,000


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4

Contractual

We have budgeted for three contractual elements: 1) Data Consulting; 2) Professional

Development Providers; 3) Research & Evaluation. Many elements of the proposed project

require access to school, district, and state data that has been cleaned and prepared for use by

Communities of Practice, researchers/evaluators, and project staff responsible for generating

grant reports. Recognizing that there will be disparate data sources at the school, district, and

state levels that will require expert data management to synthesize/integrate, we are allocating

$15,000 annually to engage a Data Consultant that will support this work.

Our project is based on an implementation science approach that helps schools adopt,

adapt, and implement evidence-based PBLA models/approaches. The focus of our grant work is

NOT to create new PBLA approaches. Instead, we are focused on supporting schools and

districts in making the transition to PBLA systems (the work of adopting, adapting, and

implementing). To carry out this work, NYSED will issue an RFP in Year 1 to engage

Professional Development Providers (PDPs) with demonstrated experience and expertise in

supporting schools to implement evidence-based PBLA methods and transition to using multiple

measures for student assessment. We consulted with several organizations that currently provide

such support to schools in New York State and elsewhere to estimate these costs.

We based the estimation on a 3-year implementation period (starting in Year 2 of the

grant) to support a PLAN Pilot Network (3 Pilot Schools and 1 Mentor School) in the work

outlined in this grant narrative. We also incorporate the requirement that participating Pilot

Schools and their districts will integrate ongoing professional development and support for

PBLA implementation in their existing budgets and professional development plans; this

requirement will be included in the application to participate, which is to be issued in Year 1 and


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5

required of participating schools. Based on this information and requirement, we have budgeted

$80,000 per Network in Grant Year 2, $55,000 per Network in Grant Year 3, and $30,000 per

Network in Grant Year 4. Of these annual allocations, at least $5,000 must be set aside by the

PDPs to support school intervisitations.

The third contractual element included in our budget is for Research and Evaluation.

There are two components of this work that NYSED will contract out. First, we will engage

experienced researchers to study the PLAN Pilot implementation at the school, Network, and

statewide levels. This research will be critical to ensuring that all statewide policies, resources,

guidance documents, and other materials generated from the PLAN Pilot fully integrate the

lessons learned and distinct experiences at each of the schools. Second, we will engage

experienced researchers to study the impact and effectiveness of PBLA at the Pilot Schools in

terms of student outcomes (short-term, during the grant period); educator professional practices;

school culture and climate; parent/community engagement; and assessment literacy among

educators, students, parents/families, community members, and other stakeholders. This research

will allow NYSED to monitor the efficacy of the PBLA models, in order to ensure that all

statewide policies, resources, guidance documents, and other materials generated from the PLAN

Pilot are based on effective implementation of evidence-based PBLA models.

We worked closely with City University of New York Distinguished Professor Michelle

Fine, who has conducted similar research and evaluation studies in the past, to estimate costs for

this comprehensive research. (Note that we have also included a .5 FTE Research Coordinator in

Personnel to support this work, as well as plans to contract a Data Consultant to support data

collection. These costs are not reflected in the budget Exhibit 6, below.) (See Exhibit 6 for

calculations.)


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6

Exhibit 6: Contractual Calculations

PLAN Budget

Year 1

2022-2023

Year 2

2023-2024

Year 3

2024-2025

Year 4

2025-2026

Total

Grant Request

6. Contractual

Data Consultant $15,000 $15,000 $15,000 $15,000 $60,000

Professional Development Providers

(PDPs) - $800,000 $550,000 $300,000 $1,650,000

Research & Evaluation $25,000 $50,000 $50,000 $50,000 $175,000

Total Contractual $40,000 $865,000 $615,000 $365,000 $1,885,000

Construction

N/A (See Exhibit 7 for calculations.)

Exhibit 7: Construction Calculations

PLAN Budget

Year 1

2022-2023

Year 2

2023-2024

Year 3

2024-2025

Year 4

2025-2026

Total

Grant Request

7. Construction - - - - -

Total Construction $0 $0 $0 $0 $0

Other


Exhibit 8: Other Calculations

PLAN Budget

Year 1

2022-2023

Year 2

2023-2024

Year 3

2024-2025

Year 4

2025-2026

Total

Grant Request

8. Other - - - - -

Total Other $0 $0 $0 $0 $0

Indirect Costs

NYSED currently has a fixed restricted indirect cost rate of 18.8% (Agreement No. 2021-

076). We have used this rate to calculate indirect costs related to personnel salaries only. (See

Exhibit 9 for calculations.)


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7

Exhibit 9: Indirect Cost Calculations

PLAN Budget

Indirect

Cost Rate

Year 1

2022-2023

Year 2

2023-2024

Year 3

2024-2025

Year 4

2025-2026

Total

Grant Request

9. Total Direct Costs $179,888 $1,101,122 $936,077 $677,339 $2,894,426

9a. Modified Direct Cost Base* $75,000 $125,500 $177,990 $181,550 $560,040

Total Indirect 18.8% $14,100 $23,594 $33,462 $34,131 $105,287

Training Stipends (check if this is on the Budget Form or not)


Exhibit 10: Training Stipends Calculations

PLAN Budget

Year 1

2022-2023

Year 2

2023-2024

Year 3

2024-2025

Year 4

2025-2026

Total

Grant Request

11. Training Stipends - - - - -

Total Training Stipends $0 $0 $0 $0 $0

Total Requests


Exhibit 11: Total Request Calculations

PLAN Budget

Year 1

2022-2023

Year 2

2023-2024

Year 3

2024-2025

Year 4

2025-2026

Total

Grant Request

Total $193,988 $1,124,716 $969,539 $711,470 $2,999,713


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Project Year 1(a)

Name of Institution/Organization Applicants requesting funding for only one year should complete the column under "Project Year 1." Applicants requesting funding for multi-year grants should complete all applicable columns. Please read all instructions before completing form.

SECTION B - BUDGET SUMMARY NON-FEDERAL FUNDS

SECTION C - BUDGET NARRATIVE (see instructions)

6. Contractual

4. Equipment

Budget Categories Project Year 2(b)

1. Personnel

2. Fringe Benefits

3. Travel

5. Supplies

11. Training Stipends

7. Construction

8. Other

9. Total Direct Costs (lines 1-8)

12. Total Costs (lines 9-11)

10. Indirect Costs

Project Year 3(c)

Project Year 4(d)

Project Year 5(e)

Total(h)

ED 524


Project Year 6 Project Year 7(f) (g)



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Project Year 1(a)

Name of Institution/Organization Applicants requesting funding for only one year should complete the column under "Project Year 1." Applicants requesting funding for multi-year grants should complete all applicable columns. Please read all instructions before completing form.

IF APPLICABLE: SECTION D - LIMITATION ON ADMINISTRATIVE EXPENSES

6. Other Administrative

4. Contractual Administrative

Budget Categories Project Year 2(b)

1. Personnel Administrative2. Fringe Benefits Administrative3. Travel Administrative

5. Construction Administrative

7. Total Direct Administrative Costs (lines 1-6)

8. Indirect Costs

9. Total Administrative Costs10. Total Percentage of Administrative Costs

Project Year 3(c)

Project Year 4(d)

Project Year 5(e)

Total(h)

ED 524


Project Year 6 Project Year 7(f) (g)

(1) List administrative cost cap (x%):

(2) What does your administrative cost cap apply to? (a) indirect and direct costs or, (b) only direct costs



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APPLICATION FOR GRANTS UNDER THE

Documents

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