ORLEANS PARISH SCHOOL BOARD Application Part . $5 lh?Nrmc ?in? Lop," Proposal Overview Form The complete Eligibility and Prospectus Review is due Monday, August 7, 2017, no later than 12:00 pm. CDT, via the Fluid Review portal (here: Submitted documentation should include only the information requested below, saved in a single PDF ?le. Nonpro?t Information Name of Nonpro?t Applicant . . enter for Resulience (as registered with Louisiana Secretary of State) T13 1 Type 3 Application Type El El Instruction location. Mark whether Site Based Virtual instruction will be primarily site based (in person, in a school building) or virtual El based] New Start T_ransformation - Transformation - If a Type 1 Applicant, please select your Full Takeover Reconfiguration proposal type El New Operator Existing School Experienced Charter _Li_i Operator Track 0 erator rators CMOs El Primary Contact Information Name William Murphy Address 3213 iberville Street Phone 413-427-51 22 Email wjmurphy79@gmail.com School Leader Information Proposed school leader name (if identi?ed) Elizabeth Marcell Proposed school leader current . . job/position Executive Director, New Orleans Therapeutic Day Program ORLEANS PARISH SCHOOL BOARD Application Part I List any principal/leadership programs the proposed leader is currently enrolled in or will have completed NLNS, BES, etc.) School Systems Leadership Fellowship (Teach for America) Norman C. Francis Leadership Institute (Xavier University of Louisiana) Leading for Excellence (New Schools for New Orleans) CompassPoinl, Executive Director Fundamentals (Greater New Orleans Foundation) School Information Proposed School Name The Guerenca (if placed in a building a Visionary significant name. the school name will be reconsidered) Opening Year 2018 Grades served Year 1 K-2 Grades served at capacity K-8 ORLEANS PARISH SCHOOL BOARD Application Part Enrollment Projection Form Provide the following information for each school included in this proposal. Specify the planned year of opening for each (duplicating the table as needed). The Querencia School School Name: Number of Students Grade Level Year 1: Year 2: Year 3: Year 4: Year S: PrePLAN enaomsm 180 240 320 380 440 560 MAXIMUM smaomm 225 300 395 470 545 695 ORLEANS PARISH SCHOOL BOARD Application Part I School Management Form Do any of the following describe your organization or any of the school(s) proposed in this application? Will contract or partner with an education service provider (ESP) or other organization to provide school management services. If so, identify the provider: Will have a corporate partner as de?ned in LA R.S. 17.39911. If so, identify the partner: The applicant has previously participated in the OPSB charter RFA process. If so, is the application currently on appeal to the State? 0- Already operates schools in Louisiana or elsewhere in the US (indicate which state(s) below) If so, which state(s) Certification I certify that I have the authority to submit this application and that all information contained herein is complete and accurate. I recognize that any misrepresentation could result in disqualification from the application process or revocation after approval. The person named as the contact person for the application is so authorized to serve Zhe 'm act or this application on behalf of the organization. i 8/6/2017 Signature of Application Primary Contact Date William Murphy, Co-Founder and Board Member Print Name Title of Application Primary Contact ORLEANS PARISH SCHOOL BOARD Application Part Section II: Eligibility (Required) Section II: Eligibility requires applicants to provide proof of legal eligibility to hold a public school charter. By reviewing eligibility requirements early on, OPSB provides applicants the opportunity to address potential issues with eligibility prior to submitting a full charter school application. Teacher Eligibility Form Teacher Certification Board Eligibility Form Assurances Louisiana state law requires that all groups submitting charter applications involve three Louisiana teachers certi?ed by the State Board of Elementary and Secondary Education in the development of their application. Please use this form to identify the certified teachers participating in the development of this application. Please include, in your Teacher Eligibility documentation, copies of valid, active teaching certi?cates for each identi?ed teacher. Louisiana state law requires a minimum of seven board members in order to execute a valid charter agreement, and at all times that a charter school is operational. In addition, LA. R.S. 1723991 places additional restrictions on familial relationships and involvement of public of?cials in charter school boards. Finally, OPSB Policy HA stipulates that charter school governing boards must have a minimum of 60% parish residency and include at least one parent or legal guardian of one or more students currently enrolled at any school operated by that governing board in Orleans Parish. Please use this form to list the proposed board members for the non-pro?t applying to open this school. In order to be eligible to apply, applicants must have at least three board members. In order to be eligible for final Board approval, applicants are required to have five board members. Full policy compliance will be required within 3 months of the school starting classes. Please complete the Assurances Certification page of the OPSB Supplemental Eligibility Documentation, indicating that all of the following are true: 0 Your nonpro?t is registered and listed as in good standing with the Louisiana Secretary of State. Nonprofit status can be checked at the Secretary of State?s website here: 0 Your nonpro?t is non-sectarian in nature, and is not supported by or af?liated with a religion or religious organization or institution 0 Your proposed school will not be the conversion of a private school or a home study program 0 Your proposed school will participate in common enrollment, common expulsion processes, offer free tranSportation, and operate in accordance of OPSB Policy HA. ORLEANS PARISH SCHOOL BOARD Application Part I Teacher Eligibility Form Louisiana state law requires that all groups submitting charter applications involve a minimum of three Louisiana teachers certified by the State Board of Elementary and Secondary Education in the development of their applications. Please use this form to identify the certified teachers participating in the development of this application. Also, please be sure to include a cap of current LA Teacher Certification for the teachers listed. Name Street Address ZIP Code Phone Email 1 Shaiyotta Winters 2 Kate Geiss 3 Karol Oviedo STATE DEPARTMENT DIP EDUCATION Certi?cate Type NUMBER VALID LEVEL 1 510162 04/2 9/2014 04/29/2017 Certi?cate Issued To: SHAIYOTTA KOLMONIQUE WINTERS By the Louisiana Department of Education, based upon the following: 3.8., SOUTHERN UNIVERSITY. 2010 M.A., XAVIER UNIVERSITY OF LOUISIANA. 2016 ELIGIBILITY: The holder of this certi?cate 15 eligible for the following area(s) and/or terms: 04/ 19/2011 GUIDANCE COUNSELOR. 06/15/2016 EXTENDED FOR 3 YEARS, 04/29/3014 To receive 11 Level 2 certi?cate, individuals must successfully meet the standards ofcffectivcness for three years pursuant to Bulletin 130 and mandated by Act 54., 04/29/2014 42-2, James D. Garvey, Jr. John White STATE DEPARTMENT 0T EDUCATION Certi?cate Type NUMBER VALID TEACHING CERTIFICATE LEVEL 1 553871 10/20/2015 - 10/20/2018 Certi?cate Issued To: KAROL TATIANA OVIEDO By the Louisiana Department of Education, based upon the following: B.A., COLLEGE 0R UNIVERSITY, 2014 COMPLETED ALTERNATIVE TEACHER EDUCATION PROGRAM, NEW TEACHER PROJECT, 2015 ELIGIBILITY: The holder of this certi?cate is eligible for the following area(s) and/or terms: ELEMENTARY GRADES 1-5, 10/20/2015 ELEMENTARY 1-5, 10/20/2015 To receive a Level 2 certi?cate, individuals must successfully meet the standards of effectiveness for three years pursuant to Bulletin 130 and mandated by Act 54., 10/20/2015 %7ng? #22 Dr. Gary Jones John White STATE DEPARTMENT 01F EDUCATION Certi?cate Type NUMBER VALID TEACHING CERTIFICATE LEVEL 1 495144 01/09/2015 - 01/09/2018 Certi?cate Issued To: KATIE LAUREN GEISS By the Louisiana Department of Education, based upon the following: BA. OUT-OF-STATE COLLEGE 011 UNIVERSITY. 2008 COMPLETED ALTERNATIVE TEACHER EDUCATION PROGRAM. NEW TEACHER PROJECT, 2009 ELIGIBILITY: The holder of this certi?cate is eligible for the following area(s) and/or terms: ELEMENTARY GRADES 1-5. 11/ 13/2009 EXTENDED FOR 3 YEARS. 01/09/2015 To receive a Level 2 certi?cate, individuals must successfully meet the standards of eifeclivenm for three years pursuant to Bulletin 130 and mandated by Ac154.. 01/09/2015 W?w?t? 42:. James D. Garvey. Jr. John White ORLEANS PARISH SCHOOL BOARD Eligibility and Prospectus vs 55 9 ?um; Board Member Eligibility Form Please list all the proposed board members for the nonprofit applying to operate a school. In order to be eligible to apply, applicants are required to have at least three board members. In order to be eligible for ?nal Administrative approval, applicants are required to have ?ve board members. State law requires a minimum of seven board members in order to execute a valid charter agreement, and at all times that a charter school is operational. Please include a current one-page resume for each board member identified. Name Street Address Zip-code Phone Email Nandi Campbell Paulette Carter Kelly McClure Charles Corprew l-l 5.: U1 5.: co Nandr' F. Cam be]! EXPERIENCE Law Of?ces of Nandi F. Campbell-New Orleans, Louisiana Attorney At Law- September 2009- present 0 PrOVide clients with legal representation for Felony Criminal Cases in Orleans andjefferson Parish Criminal District Courts and Eastern District Court ofLouisiana. 0 Provide clients with legal representation for cases in Municipal and Traf?c Court 0 Provide legal representation for defendants facing contempt charges for failure to pay child support Tulane Law School Associate Professor in Trial Advocacy? January 2013- Present 0 Train students in advocacy skills for litigation, using the "learn by doing" method. 0 Observe and Critique students participating in intensive role playing of simulated trial problems. 0 Grade students on their preparation and demonstration of each aspect of a trial Jason Rogers Williams 8r Associates Contract Attorney-January 201]? October 2014 0 Provide support to Senior Staffattorney on select High Level Felony Cases 0 Co-counSel trials with Senior Staffattorney on select High Level Cases Orleans Public Defenders- New Orleans, Louisiana Staff Attorney, August 2008- September 2009 0 Provide legal representation to indigent criminal defendants in Orleans Parish Criminal Districr Court. I File appellate motions at the Louisiana Fourth Circuit Court of Appeal and the Louisiana Supreme Court arguing complex aspects ofstate and federal criminal law. 0 Conducr preliminary examinations and motion hearings 0 Lead counsel on felony and misdemeanor trials held in Orleans Parish Criminal District Court Western Circuit Public Defender Of?ce, Athens, Georgia l?racticed under Georgia?s Third year practice act- September 2007. May 2008 0 Provide legal representation to indigent defendants in the Western Circuit 0 Conduct preliminary, probation revocation, and plea hearings in Athens Clarke County Magistrate Court 0 Lead counsel on jury and judge trials held in Athens Clark County State Court 0 Assist practicing attorneys with felony trials held in Athens Clark County Superior Court NYC Teachers? Retirement System, New York, New York (April 01-]unc 05) Broadway National Bank-New York, New York (April 1999- April 2000) Community Capital Bank? New York, New York (September 1996-Apn?l 1999) Independence Savings Bank- New York, New York (September 1996) EDUCATION UNIVERSITY OF GEORGIA SCHOOL OF LAW. Athens, Georgia juris Doctor, May 2008 CUNY BACCAJAUREATE PROGRAM, New York, New York Bachelor of Arts; Business Management and Law BAR ADMISSIONS Louismna State Bar Association, Member in (Stood admitted ()cwber 2008 Eastern District Court ofl.ouisiana, Member in Good Standing admitted September 2011 Name: Paulette G. Carter, MPH, LCSW Business Address: Children?s Bureau of New Orleans 2626 Canal Street, Suite 20] New Orleans, LA 70l19 Business Telephone and Fax: (504)525o2366 of?ce (504)525-7525 fax Business email Address: Education: Graduate Tulane University School ofPub/ic Health. New Orleans. LA Master?s in Public Health, Maternal and Child Health, 1998 Tulane University, School of Social Work, New Orleans, LA Master?s in Social Work, 1997 Internship Tulane Medical enter. Pediatric Pulmonary Center Assessed the economic and health care needs of pediatric patients and families in collaboration with other members of the health care team and provided needed interventions. 1997. Undergraduate Tulane University. University College Post Baccalaureate Teacher Certi?cation Program, December 1994 Tulane University. Newcomb College Bachelor of Arts in History, May 1993 Employment Children?s Bureau of New Orleans President/CEO. Direct the work of the agency in accordance with the purpose as stated in the Charter and By-Laws and with objectives and policies adopted by the Board of Directors. Give leadership to Board and Staff in the development, administration and interpretation of service programs. Provide guidance and supervision to all program directors and management staff. Provide fiscal management through the preparation of a sound annual budget and use of agency resources. Perform actions and develop relationships to ensure future credibility and funding of agency programs, and attempt to expand ?nancial base through grant writing, community collaboratives and fund raising. Keep Board of Directors informed of any agency activities and follow-up on all problems and issues noted by Board. Work to enhance community and public relations through Revised 3 "l -'20 I5 public promotion, maintaining good working relations with funders, participating in community planning, and participating in community and social action efforts important to the mission of the agency. December 2006 to present. Director of Grants and Contracts. Monitor all agency grants and contracts. Provide development and maintenance of all accountability systems for agency programs and participate in development of budget process for all agency programs. Develop and maintain client statistics and evaluative data. Responsible for all reports to funding sources. Write applications to existing funding sources and generate new grant applications for agency program support. Participate in program development and agency goal planning. November 2005 through December 2006. Director. Project LAST. Provide development and maintenance of all accountability systems for Project LAST. Develop and maintain client statistics. Responsible for all reports to funding sources and writing applications to existing and new funding sources for continued support of Project LAST. Develop and monitory agency policies and procedures regarding the programs. Supervise and train staff and interns and assist staff with providing services to families. Provide community education and facilitate crisis interventions. April 2003 through August 2005. Clinical Social l-Vorkcr. Project L.A.S. T. Provide counseling services to children and families who have had a loved one die due to a non-criminal death and to families who have experienced the unexpected death of an infant or a stillbirth. Counseling is community-based and consists of a variety of treatment modalities. Conduct grief groups in the schools as well as a support group for parents who have experienced the death of an infant. Work collaboratively with school personnel, public health nurses and community agencies to meet clients? needs as well as with the Louisiana Of?ce of Public Health, Maternal and Child Health, to develop and provide community education on SIDS. Provide crisis intervention services to the New Orleans? community. Supervise social work students and participate in project development and coordination to meet the goals of the agency. January 2000 through March 2003. Tulane University, School of Social Work Adjunct Professor: Teach graduate level Advanced Methods course to third semester students. May 2015 to present. UNITY for the Homeless Data Specialist. Using SPSS, developed database and performed statistical analysis of the yearly Point In Time Survey of the homeless population in Greater New Orleans? area. 2000-2002 Task Force Support Group ('o-leader. Co-led a support group for persons who are long time survivors of HIWAIDS. November 1999 through 2002. MCLNO Case Manager. Provided case management services to persons who receive medical care from MCLNO HIV Outpatient Program. Duties included conducting comprehensive needs assessments; developing and maintaining clients? individual Service Plans; and working collaboratively with health care and service professionals. June 1999 through January 2000. Revised 3 [?2015 Intake Specialist. Assessed immediate client needs and served as an entry point for all client services. Provided on-going support and direction for individuals whose needs did not require comprehensive case management. Position required current knowledge of community resources. September 1998 through May 1999. Tulane University Of?ce of Student Employment, Community Service Program Assistant Coordinator of (in-campus community service programs. Developed and coordinated an after-school tutoring program for students in second through eighth grades. Supervised forty undergraduate university students who provided tutoring services. Coordinated the development of an after-school reading program. September 1996 through October 1997. Jefferson Parish Public Schools, Gretna Junior High Teacher. Taught ninth grade Earth Science and seventh grade Life Science in a Title I funded school. January 1995 through June 1996. Licensure: Licensed Clinical Social Worker Louisiana State Board of Social Work Examiners #5764 August 200l Professional Activities: Norman C. Francis Leadership Institute Member of second cohort, August 2014 May 20l5 Certified Instructor. Youth Mental Health First Aid. National Council for Behavioral Health February 2015 Community Member, Magellan of Louisiana Governance Board June 2014 to present Board Member, Family Justice Center Alliance September 20!] to present Member. New Orleans Children and Youth Planning Board 2010 to present; Chair of Health and Behavioral Health Committee, August 2013 to present Council of United Way Agencies Erecntive Committee Elected to Executive Committee by members of the Council of United Way Agencies. Currently serve as Chair. 2007 to present Chairperson/Past Chair, New Orleans Kids Partnership (NOKP) Elected chairperson of collaborative of over 30 child serving organizations in the Greater New Orleans area which seeks to serve, support, engage and empower children and youth in the greater New Orleans area. Working in collaboration with our community, organizations and families. the Partnership develops, shares, coordinates and leverages resources so that all children and youth reach their optimal potential. Chair, July 2009 to November 201 1; Past Chair, November 20? to November 2013; Past Parliamentarian, Novmeber 2013 to present. Train the Trainer Track, First Aid Member of ?rst cohort to be trained to provide First Aid trainings. May 2009 to April 2010. Revised Vice President. Abeona House, Inca, Board of Directors Founding Board Member of the ?rst new child care center to open after Hurricane Katrina. Abeona House, Inc., was opened to meet the demand for child care after the storm and to provide a non-pro?t, sliding fee scale option for families. November 2005 to May 2008. Publications: Published in Anxiely, Stress and Coping: Salloum, A., Carter, P., Burch, B., Gar?nkel, A., Overstreet, Impact of Exposure to Community Violence, Hurricane Katrina, and Hurricane Gustav on Posttraumatic Stress and Depressive Among School Age Children. Revised 3: I205 KELLY ACADEMIC HISTORY Boston University School of Education. Boston, MA Educational Administration. Training, and Policy Studies. 2003. lntemational Education Development. 1998. Loyola University, New Orleans, LA B.A., English Literature, 1991. EDUCATION ADMINISTRATION EXPERIENCE Education Consultant, New Orleans, LA - Assisted in the design and execution of the selection process for CalalystEd's newly-created Expert Hub for Common Core State Standards. This network of educational experts from across the country to support schools to meet high standards and make the key instructional shifts required by standards-based educa?on. - Provide support to Louisiana Department of Education academic content team. Areas of focus include building ?ve-year strategic plan for struggling students (students with low socio-economic status. students with disabilities. and English language learners) and revising and aligning alternative state standards and assessments for students with signi?cant cognitive disabilities in English language arts. mathematics, and science. - Served as the Content Lead of the history department at FirstLine Schools, a charter management organization. designing and delivering weekly professional development days for teachers across four network schools. Focal areas include data analysis with reteach plan. intellectual preparation for lesson design and delivery, instructional strategies. and core belief and teacher mindset work in working with underserved students and families. Leading Educators, New Orleans. LA Managing Director of Content Design, National, Responsible for design and delivery of core program. a two-year Fellowship and strategic consulting initiative fostering effective teacher leadership across the country. 2013 2016. Promoted from Program Director (2011-2012) and Director of Sessions 8. Coaching (2012 2013). Accomplishments included: - Designed scope and sequence based on standards-based instruction in the age of Common Core, developing emotional intelligence. coaching others, leading teams. and driving initiatives; included learning units. professional development sessions, assessments, coaching plans, problem solving communities and school visit trips - Hired, developed and supervised internal program team. as well as external consultants from business and social sectors. to design and delivery high-quality content while meeting rigorous program quality standards - Designed and re?ned Leading Educators? Vision of Excellent Sessions. a model tool for planning, facilitating and evaluating adult learning experiences - Served as a member of founding and executive leadership team as we expanded from ?ve to ?fty employees in ?ve years and built a national reputation on outstanding professional development for teachers and improved outcomes for students KIPP New Orleans Schools, New Orleans, LA Director of Academics, Hired as a founding member of the charter management organization's regional team. Was responsible for promoting and sustaining a culture of high academic and social expectations across seven schools, pre-Kindergarten to 12'? grade (2007-2010). Accomplishments included: - Created an aligned, standards-based curriculum for preK-12 and led associated professional development and coaching for principals and teachers - Generated an interim assessment system, quarterly professional development and co-anaiysisl planning days, and balanced approach to assessment within and across schools - Initiated and oversaw innovative student support services program, from hiring and overseeing a multi-disciplinary team, initiating a tiered Response to Intervention system, and deepening support for students with individualized Education Plans - Founded Little an early childhood center for the infants and toddlers, originally for families and staff associated with and eventually serving children across the city Salem Academy Charter School, Salem, MA Deputy Head of School, Served on founding team of Salem's ?rst public school of choice, a sixth-through-twelfth grade college-preparatory, service-leaming school that has been ranked among the top public schools in Massachusetts. Purview included curricular and standards-based grading system planning, and start-up operations; student recruitment; staff hiring and training; community partnerships; grant writing; school culture; parent involvement; behavior management; hiring and supervision of counselors, advisors, part-time personnel for non-academic offerings, 2003 - 2007. SchoolWorks, Beverly, MA Consultant, Consulted for SchooiWorks, and education consulting ?rm that conducts school performance reviews for state departments of education and school districts throughout the United States. Responsible for serving on an evaluative consultant team, concluding interviews and collecting other types of data to determine the current performance of schools. Served as lead writer for evaluation reports, 2006 2007. Boston University! Chelsea Public Schools Partnership, Boston, MA Program Coordinator, Intergenerational Literacy Project; responsible for project administration, ?scal management, grant writing assistance, personnel management. payroll, and research assistance of an established, ?fteen-year family literacy program for immigrants and refugees. 1999-2003. Boston University School of Education, Boston, MA Graduate Fellow for Field Services, Responsible for coordinating the School of Education's public school consortium program, Fall 2001. . Program Coordinator, Boston University Initiative for Literacy Development; designed. implemented. and supervised Boston University's America Reads Challenge program. Duties included selection and recruitment of public school sites; hiring, training. supervising. and evaluating 150 undergraduate and graduate students; coordination with school principals and community site directors; and ?scal management, 1997-1999. United States Agency for International Development, Rabat, Morocco Training Director, Consultant for a pilot rural development project that sought to increase girls? school attendance and promote gender equity in the classroom. Duties included hiring and training trainers, developing teacher-training curricula, and managing the training school. Summer 1998. TRAINING EXPERIENCE National Louis University, Chicago, IL Adjunct Professor, School of Education, taught graduate students in curriculum design and school/home partnerships, 2014 2015. Salem State College, Salem, MA Adjunct Professor, School of Education, instructed undergraduate students on techniques for teaching in socio-economically diverse public schools: ?Teaching Strategies in the Multicultural Classroom?. 2003 - 2005. Boston University School of Education, Boston, MA . Teaching Fellow, School of Education; assisted in the instruction of introductory research course for master?s students: ?Perspectives on Inquiry", 2003. 0 Teaching Fellow, Department of Curriculum and Teaching; taught and supervised graduate and undergraduate students of ?Foundations in Education", a ?eld-based practicum and course for aspiring teachers, 1999-2003. 0 Workshop Facilitator, Instructed undergraduate and graduate students in the craft of writing summaries and essays in preparation for the Massachusetts Teacher Certi?cation Test; scored writing portion of the School of Education?s Teacher Exam, 1999-2003. 0 Teaching Fellow, Department of Administration, Training, and Policy Studies; assisted in the instruction of two required courses for School of Education undergraduates: ?The Social Context of Education? and ?The Civic Context of Education?, 1997-1998. United States Peace Corps, Rabat, Morocco Teacher Trainer, Ecoie Normale Sup?rieure; instructed graduate and undergraduate education students in English Composition at the national teacher training institute of Morocco; supervised practicum experience in local high schools; taught ESL courses to other professors and students in the departments of science and computer programming, 1992-1995. EXPERIENCE World Education, Boston, MA Researcher, National Center for the Study of Adult Learning and Literacy. Researched the impact of NCSALL's publication, Focus on Basics, on the understandings and practices of professionals working in the ?eld of adult literacy and learning. Responsible for developing research plan and instruments (surveys and group interviews). writing literature review, conducting interviews, and editing results report for the impending publication, 2004- 2005. Boston University School of Education, Boston, MA Researcher, Department of Administration, Training, and Policy Studies. Researched school, family, and community partnerships in an urban, 6-12 charter school for doctoral dissertation, 2000-2003. Chelsea Early Childhood Project, Chelsea, MA Research Assistant. Served on panel to revise and implement the Massachusetts Department of Education Family Survey. Responsible for the administration of family surveys; conducted interviews with cooperating center-based and family-center eany childhood service providers, 2001-2002. Home! School Portfolio Project, Chelsea, MA Research Assistant, Prof. Jeanne R. Paratore. Assisted in data analysis phase of three-year project concerned with home and school dialogues that were facilitated by the use of student portfolios, 1999-2000. Boston University School of Education, Boston, MA Researcher, Department of Administration, Training, and Policy Studies. Researched the links between education and employment in Morocco for Master's thesis, 1997-1998. Oxfam America, Boston, MA Research Assistant, National Outreach Department; conducted a qualitative analysis of Oxfam America's development education programs. 1996-1997. PROFESSIONAL PUBLICATIONS AND . Trainer, ?Standards Alignment and Assessment for Students with Signi?cant Disabilities", 3 series of trainings for districts across Louisiana and at the Teacher Leader Summit, June 2017. Presenter, ?Standards. Assessment Accountability? on Cowan Institute Educational Panel, Tulane University, New Orleans, November 2009. Co-Author, Krol-Sinclair, B.. Hindin, A., Emig, J.. McClure, K. (2003). The use of family literacy portfolios as a context for parent-teacher communication. In A. De-Bruin Parecki B. Krol Sinclair (Eds), Family literacy: From theory to practice. Newark, DE: International Reading Association. 0 Co-Presenter, Krol-Sinclair, B. 8. McClure, K. ?Strategies for teaching multi-Ievel classrooms? at the Massachusetts Coalition for Adult Education conference, Marlborough, MA, October 2002. . Co-Presenter, Paratore, J.. Krol-Sinclair, B., Hindin, A., Emig, J. McClure, K. "Deepening the conversation: Literacy portfolios as a context for parent-teacher communication" at the Annual Meeting of the International Reading Association, Indianapolis, IN, April 2000. SPECIALIZED AND ASSOCIATIONS - Student Achievement Partners, 2015-2016 Core Advocates, 2015 UnboundED, 2015 Expeditionary Learning, 2014 Research for Better Teaching with Jon Saphier, 2006-2014 Paul Bambrick-Santoyo: Good Habits. Great Readers, 2014, Leverage Leadership, 2012, and Driven by Data, 2010-2013 Teach Like a Champion with Doug Lemov, 2011-2012 Assessment for Learning with Rick 2009 0 Understanding by Design with Grant Wiggins and Jay McTighe, 2008 CHARLES S. CORPREW, Ill, Experienced and professional developmental consultant, and facilitator PROFESSIONAL EXPERIENCE May 2015- Principal. WYRevolution Consulting - ?What?s Your Revolution?" Metairie, LA ?r Create re?ective and consciousness-raising experiences for professionals who seek to revolutionize the lives of children and families by creating and implementing structures that foster positive social change. - Train leaders on how to create equitable contexts for all - Facilitate dialogue with leaders working to foster resilience and vulnerability in children of color - Evaluate organizational effectiveness and impact - Assist leaders in developing programming and curricula that encapsulates organizational mission and individual program goals and outcomes July 2011 Assistant Professor of Sciences (tenure-track) May Loyola University. New Orleans, LA 2015 ?r Director of research laboratory designed to investigate the factors associated with both resilient and vulnerable outcomes for African American families and youth i Position as Director required creation of research programs; training. mentoring. and coordination of research assistants and staff. data collection and statistical analyses; dissemination of ?ndings through conference presentations and peer-reviewed publications; procurement of grants to facilitate research program I Professor of approximately 3-4 courses per semester (including originally developed courses): requires developing lectures and experiential learning exercises. leading class discussions/debates, and timely grading of assignment July 2013- Interim Executive Director January Orleans Parish Place Matters 2014 ?r Provided unwavering bridge of leadership between outgoing and incoming executive directors ?r Served as a compelling spokesperson and representative of the Orleans Place Matters work on local. state. and national level ?r Set goals and aligned the team?s work with initiatives from funders. partner organizations. and other stakeholders (W. K. Kellogg Foundation. Greater New Orleans Foundation) ?r Researched and advocated for policy initiatives that aid in stemming violence and creating educational equity in New Orleans ?r Provided team with clear direction in regards to the research. planning. implementation, and maintenance of activities and projects in accordance with the team?s overall vision ?r Analyzed budgetary allocations and aligned team's goals. outcomes, and outputs based on these allocations 'r Responsible for creating and communicating the grant/project goals, quality standards. deadlines and budget to team members 'r Tracked progress of the team?s projects and reports on internal and external indicators to funders. partner organizations, and other stakeholders. CHARLES S. CORPREW, Ill, Summers 2001 -2008 Aug 1997- June 2005 Director James Madison University Academy for Academic and Social Development 7 Prepared and executed the implementation of an intensive summer program focused on the academic, social and emotional, and physical development of adolescent males of color Researched and established a holistic curriculum to engage participants in developing sound practices that lead to successful development Established budgetary requirements. and disseminated funds accordingly to best facilitate success of staff and programs Trained staff on best practices in leadership development. mentoring. and program design Promoted a culture of teamwork and teambullding that manifested a culture of success Provided daily mentorship and evaluation to staff to ensure professional needs were met Implemented proactive models of problem resolution with staff Coordinated programming with university and community stakeholders Teacher Virginia Beach Public Schools (Great Neck Middle School, Green Run H. S. I EDUCATION Jan 2006- May 2011 Aug 1995- May-1997 June 1989- Aug1993 Planned and implemented curricula designed to facilitate optimal learning experiences for Advanced Placement. Honors and regular education students. Designed and implemented peer-based mentoring programs directed toward assisting and motivating at-risk males to develop positive academic and social skills. Developed and organized school based trainings for middle and high school staff regarding best practices on educating vulnerable youth. Facilitated intense practices as both high school and middle school baseball coach in ScienceI Tulane University, New Orleans. LA Extensive training in developmental and educational quantitative and qualitative design. statistical analyses, consulting. community and youth engagement Dissertation used a novel methodology to investigate the de?nition. dimensionality. and function of hypermasculinlty in emerging adulthood males. M.A.T. in Urban Education, Norfolk State University. Norfolk. VA Extensive training In research methods. teaching methods and curriculum design pertaining to Social Studies Education BA. In History with a concentration in African American Studies James Madison University General liberal arts education Trained in research methods. statistical analysis, and writing concerning historical concepts COMMUNITY ACTIVITIES ?r Emerging Philanthropists of New Orleans CHARLES S. CORPREW, Ill, a 'r Bryan Bell Metropolitan Leadership Fellow Board Member Metropolitan Center for Woman and Children Board Member Rethink New Orleans Consultant Sci Academy (Charter School for high-achieving youth) Consultant NOLA for Life Mentoring Initiative ?rMotivationaI Speaker Various professional speaking engagements including colloquium presentations for different universities and conferences. graduation speaker, motivational speaker PROFESSIONAL CAPABILITIES AND TRAININGS . Interaction Institute for Social Change: Facilitative leadership for Social Change, and Pathways to Change - Rockwood Leadership Institute: Art of Leadership - Extensive experience with Microsoft Of?ce Suite In-depth knowledge of SPSS statistical soltware ORLEANS PARISH SCHOOL BOARD Eligibility and Prospectus Assurances Form Please review the statements below and indicate whether each is true, and will hold true if the application is approved. If the answer to any item below is please submit a statement of explanation. Yes No 1. The school and/or governing organization is currently registered as a nonpro?t and is listed as in good standing with the Louisiana Secretary of State 2. The school is not af?liated with any religious organization and does not support nor engage in any religious activities 3. The school and/or governing organization does not have any liens, litigation history and/or sanctions from any local, state and/or federal regulatory agency against the nonpro?t corporation 4. The school and/or governing organization does not have the same or substantially the same board of directors and/or of?cers as an existing private school 5. The school does not draw a substantial portion of the employees from an existing private school 6. The school does not receive a substantial portion of assets or property from an existing private school 7. The school is not located at the same site as an existing private school 8. The school will participate in the city-wide common enrollment (OneApp) process 9. The school will participate in the city-wide common expulsion process 10. The school will provide free transportation to students as stipulated in OPSB Policy HA Certi?cation I certify that have the authority to submit this application and that all information contained herein is complete and accurate, realizing that any misrepresentation could result in disqualification from the application process or revocation after approval. Nandi Qernpbell .. Board 8.6.2017 NaSoleodrd mi?, Signature of Board Ehair ORLEANS PARISH SCHOOL BOARD Eligibility and Prospectus Section School Prospectus (Optional) The purpose of this section is to give applicants an opportunity to articulate and receive independent expert feedback on the fundamentals of the plan prior to submitting a complete application. Completion of this section is optional. For applicants choosing to submit the School Prospectus: 0 Your response will be reviewed by independent evaluators separate from the eligibility portion. 0 You will have the opportunity to receive written feedback and to meet in-person with the reviewers to discuss their assessments and recommendations. 0 You will have the opportunity to revise the content for your full application. 0 Your pr05pectus responses will not be for purposes of an OPSB application decision except to the extent that you choose to include them in your full application. . Your complete application will receive a full review by OPSB staff and independent reviewers separate from your prospectus. If you choose not to submit the School Prospectus 0 You will receive an eligibility determination from OPSB. 0 Your complete application will receive a full review by OPSB staff and independent reviewers. Prospectus Election YES NO Mark whether you are electing to complete (Section completed) (Section not completed) Section (School Prospectus). School Founders Present the backgrounds, experience, and skills that the founding group possesses and Information Form opportunities for further strengthening the founding team. School Vision Form Describe your vision for the school, the educational program, and management. School Management Explain how the school will be managed and present the overall ?nancial picture. and Finances The Querencia School School Prospectus Form A. School Founders Information The Querencia School is co-founded by two educators with a combined 35 years of educational experience, Dr. Elizabeth Marcell and Mr. William Murphy. Both Dr. Marcell and Mr. Murphy began their careers as special education teachers, and their work has been driven by a deep desire for all children, regardless of demographics, to receive a rich, high-quality, well-rounded education in a loving, safe, nurturing school environment. Dr. Marcell and Mr. Murphy both have extensive experience in school and district leadership roles. Dr. Marcell has repeatedly found herself in founding positions: she has served as the founding Director of Program Resources at Teach For America*6reater New Orleans, which was a new role supporting and coaching the program team. After receiving her doctorate, Dr. Marcell was the founding Director of Intervention Services at Schools, and in this capacity was responsible for the vision and implementation of systems and services related to special education, Response to Intervention, Section 504, pupil appraisal, homebound services, and English Language Learner instruction. After four years, she left to become the founder of the New Orleans Therapeutic Day Program, which entailed designing the first ever public school-operated therapeutic day program in partnership with Tulane Medical School, launching the program, and overseeing its expansion and current transition to the non- profit Center for Resilience. In all of these roles, Dr. Marcell has demonstrated her ability set a clear vision, invest appropriate stakeholders in supporting that vision, and demonstrating clear results. She has also demonstrated excellent management/leadership and communication skills. Finally, she is skilled at identifying problem areas and developing strategies to address those areas. At Teach For America, she co- founded the Special Education Advisory Panel, a group of staff members who advised senior leadership at Teach For America on more appropriate support and development for Teach For America special education corps members. Based on her graduate and consulting work, Dr. Marcell also has extensive policy knowledge and experience, especially in state and federal special education law. Dr. Marcell has participated in two fellowships that have been instrumental in her development as a leader: Teach For America?s School Systems Leadership Fellowship, providing leadership development for future school district superintendents or cabinet board members; and the Norman C. Francis Leadership Institute at Xavier University of Louisiana, a fellowship engaging civic leaders in the ongoing improvement of New Orleans. Together, these fellowships provided Dr. Marcell training in systems thinking, adaptive leadership, and community engagement. Mr. Murphy is a school and school systems leader with a demonstrated record of achievement. At the Innovation Academy in Massachusetts, he co-led the design and implementation an award winning charter school special education program. As the "turnaround" principal for Hamilton Elementary Middle School, a traditional public school in Baltimore, MD, Bill led Hamilton to three consecutive years of double digit gains. Hamilton became the highest performing, non-selective K-8 School in Baltimore City. During his tenure as Chief Networks Officer at Jefferson Parish Public Schools, Bill?s team supported more than 75 schools and the district's letter grade improved from a to a 8. Bill left Jefferson Parish to take a role as the Chief of Schools for New Orleans College Prep. During that year, NOCP schools saw significant growth at two of their three sites, improving by one letter grade, while their third site ceased a previous history of significant decline. Mr. Murphy's history clearly demonstrates his ability to lead schools and school leaders to improve academic outcomes for children. In these roles, Mr. Murphy has developed keen insight into the instructional approaches and design associated with strong results for low-income children of color. In addition, he is a strong analytical thinker and relies on data and literature to inform his instructional and leadership decisions. Like Dr. Marcell, Mr. Murphy has participated in developmentally important leadership institutes, including Teach For America?s School Systems Leadership Fellowship and New Leaders for New Schools. In both of these fellowships, his own ability to become a transformational leader was amplified. Together, Dr. Marcell and Mr. Murphy's knowledge and skills complement one another. Having worked together for 16 years in various capacities, they rely on Dr. Marcell's diplomatic skills, thoughtful and calculated approach to new propositions, and vision-setting skills in combination with Mr. Murphy?s strong school and instructional design knowledge, in?uencing and motivating skills, and solid understanding of strategic, ambitious growth. As a founding team, inclusive of founding board members and certified teachers, we possess strong instructional knowledge, deep understanding of school launch, design and leadership, therapeutic approaches, and culturally sustaining curricular choices. In considering this same founding team, we are conscious of the need for business development support. The Querencia School anticipates partnering with FirstLine Schools to run our back office, including providing human capital support, benefits and payroll management, budgeting support, and school operations coaching. Querencia will work with and learn from FirstLine Schools to build our capacity to eventually manage our own back office work. While our group has run schools and programs of high quality, at scale, in traditional district and in charter networks, we have not launched a charter school. With the exception of board member Kelly McClure, a member of the founding team at Salem Academy in Salem, Massachusetts, this knowledge gap exists on our team. We have begun meeting with Kelly to walk through her experiences and lessons learned to inform our own school design and launch. B. School Vision The Querencia School is a dream 16 years in the making. Querencia is a Spanish language metaphysical concept. It describes a place from which one's strength of character is drawn and a place where one feels safe and at home. We envision a school where every child regardless of race, socioeconomic status, country of origin, or ability is deeply known, well-educated, and warmly welcomed every day. Instruction is both tailored to individual children and designed to provide collaborative, authentic experiences. A trauma-informed approach recognizes and nurtures each child's unique skills and character, developing their agency, empathy, and sel?awareness. The Querencia School cultivates empathy and agency in an academically rich, therapeutically informed, culturally sustaining school "home" for children of diverse backgrounds. Through the implementation of such evidence-based practices as Collaborative and Proactive Solutions and a social- emotional curriculum, children attending Querencia feel important and that their perspective is valued. They build strong relationships with adults in the building. They have multiple opportunities for verbal, written, physical, and artistic expression throughout the day, and Querencia?s approach enables children to develop those and take risks in a safe, exploratory setting. The School Day The Querencia School's design has been carefully crafted to balance a rigorous project based academic setting with opportunities for direct instruction and computer supplemented individualization to ensure skills mastery. Querencia also draws inspiration from a number of schools that implement expeditionary or project based learning, are demographically diverse, emphasize personalization and knowledge of children, and/or focus on develop students' social-emotional health. Schools that blend seamlessly a focus on important essential questions with use of technology and opportunities for collaborative learning have been especially informative. Bricolage Academy and Two Rivers Charter School?s Reading and Language Arts Instruction provide us with insight into the best implementation of a balanced literacy approach with a special emphasis on guided reading. Citizens of the World Charter School?s Science and Social Studies structure informs Querencia?s content area design. Valor Collegiate Academy's character practices, such as the Valor Compass and mentor groups are shaping our plans for advisory. Revision week, exemplar night, and student-led conferences are based on Innovation Academy Charter School?s program. Ensuring opportunities for computer-based, self-paced learning and for longer, authentic learning ?expeditions? are hallmarks of all the models to which we look for inspiration. In particular, Summit Academy's personalized learning and expeditionary learning opportunities are an area for further study on our part. Querencia has designed and built the systems and structures to support trauma-informed and restorative practices. Specifically, and in addition to staff development, Querencia ensures time in the schedule to engage in Collaborative and Proactive Solutions conversations and for follow-u p; develop a restorative justice center and facilitator, and the systems and procedures for accessing the center and communicating its work to other staff members; and design the staff meeting structures and treatment team plans to facilitate information-sharing. Students begin their day in a multi-age small group advisory. Through advisory, students practice and build proficiency in the four outcomes: Self-Direction, Problem Solving, Community Membership, and Effective Communication. Restorative circles occur during advisory period as well as the targeted use of Collaborative Problem Solving to help students identify ways to change their own behavior and habits. Collaborative practices, such as Kagan Cooperative Learning, will be practiced and introduced at this time as well. A 90-minute reading skills block is broken into a 15-minute anchor text read aloud followed by three 25-minute small group rotations. During this time, children engage in computer~based individualized skills practice while other children receive guided reading instruction from a teacher. A third group of children engage in independent reading and writing, some of whom will work using a computer based intervention with the assistance of a para-professional. It is anticipated that materials will be drawn from the State ELA Guidebooks supplemented by Expeditionary Learning, Failure Free Reading, and leveled classroom library materials. A 75-minute math skills block is broken into three 25 minute rotations. Children receive direct, skills-based instruction from their teacher. They also receive computer-aided individualized instruction supported by a para-professional and independent practice with a complex applied mathematics problem. It is anticipated that materials will be drawn from Eureka Math and supplemented using iReady and Connected Mathematics. Science and Social Studies are taught through applied, collaborative "project classes" that incorporate writing standards drawn from the Reading/Language Arts Standards. Students take one project class each quarter and they alternate between science-focused project and social studies-focused projects. Project classes are two hours long and will incorporate a revision and presentation week during which children will refine an exemplary product of their choosing. Executive functioning and problem solving will be taught in small instructional groups. Weekly case staffing meetings will occur at which clinical, academic, and, as needed, medical staff will examine class and individual data. Based on that data, they will construct group lessons using restorative practices, collaborative problem solving, and trauma informed instructional methods. Throughout the day, visitors to The Querencia School will consistently observe positive, warm, asset-based adult-child interactions. These interactions reflect adults' deep knowledge of children: their interests, targeted areas for growth, and social history. Adults engage in active listening, reflecting back what children say to them and clarifying their understanding of children?s perspectives. Visitors will never hear raised adult voices. While the adults at The Querencia School maintain a quiet, calm volume and demeanor throughout the school environment, visitors will likely hear the loud hum of children engaged in dialog with one another in group work, discussing academic content, resolving conflict using restorative practices, and solving problems together. Students will attend enrichment activities including art and engineering, providing opportunities to explore different interests and deve 0p talents. Visitors will see evidence of the creativity and independence that The Querencia School fosters in its students through visual displays of student work reflecting accomplishments within and outside of the classroom. Educational Philosophy and Program At its core, The Querencia School is about relationships and a comprehensive experiential curriculum. We believe that healthy relationships are the cornerstone of all positive life experiences, and seek to foster those relationships between children and adults and to model them among the adults at the school. We believe school should be a place where children are affirmed and make connections with one another as well as with adults. In addition, we believe that school should be a place where children are both prepared for college through the delivery of high-quality instruction aligned to the Louisiana State Standards, and exposed to a variety of academic content and extracurricular activities. We believe children learn best when they have multiple means of expression, which is why we have designed content blocks to combine group and individualized learning opportunities. We also believe a school must reflect its local and historical context. This is manifest in several ways at The Querencia School: (1) We are ever mindful of being a New Orleans school - that is, a public school in a community where children are exposed to violence at an alarming rate. Studies confirm that upwards of 60 percent of New Orleans school-age children exhibit signs of Post Traumatic Stress Disorder, four times higher than the national average. Although we anticipate a diverse student body including many children who have not experienced trauma, we believe a trauma-informed approach - one that emphasizes healthy relationships and understands the impact of trauma on learning and deveIOpment benefits all children. (2) We seek a diverse student body that reflects the population of school-aged children in New Orleans: approximately 73 percent of youth are African American; 17 percent are White; 5 percent are Latinx/l-Iispanic; and 2 percent are Hispanic. We believe that a diverse school lS essential in srtuating children in their communities and preparing them for an increasingly diverse global village. (3) Given The Querencia School's emphasis on diversity, we will implement a culturally sustaining curriculum across all content areas that validates students? identities, reflects their community and current events surrounding them. and exposes them to cultural diversity. Literacy and social studies texts will be selected based on cultural relevance and richness. Social Studies is taught through applied, collaborative "project classes? that incorporate writing standards drawn from the Reading/Language Arts Standards; emphasis is placed connecting current events to historical context and local events to a global context. We anticipate partnering with local historical and cultural organizations such as the Ashe Cultural Arts Center, the Jazz and Heritage Foundation, the Ogden Museum of Southern Art, and the National D-day Museum to develop relevant projects that align to the Louisiana State Standards. Students craft assigned projects using Microsoft Office Suite in addition to software, such as STELLA, that promote systems thinking. Science instruction is driven by complex, compelling problems and authentic experiences; it is taught through applied, collaborative "project classes" that incorporate writing standards drawn from the Reading/Language Arts Standards. Designed by staff and, where possible, derived from the greater New Orleans community and the Southeast Louisiana region, science lessons present hard-to-solve situations that require content area knowledge and application of the scientific process. Finally, we do not believe in a punitive disciplinary environment. Informed by the work of Dr. Ross Greene, we believe that behavior is a skill and that children do well if they can. Therefore, we implement Collaborative and Proactive Solutions as an intervention that works side by side with students to develop appropriate behaviors, and we use restorative practices to respond when a student causes harm to his or her community. We aim to teach desired prosocial behaviors rather than punish children for failing to meet expectations. District/Community Relationships The Querencia School is an open enrollment, diverse-by-design school open to children from across Orleans Parish. Although we have chosen to adopt trauma-informed approaches, this is due to an overarching belief in the relevance ofthese approaches to the development of all children and not reflective of an intent to serve an especially traumatized population. Querencia is closely aligned to several Orleans Parish School Board priorities, including: 0 High Standards, through the creation of an excellent, high-performing public school. 0 Choices for Families, via the addition of a diverse-by-design school to our system of schools. There are limited diverse-by-design schools available to New Orleans parents, and they are in high demand. Querencia will also be the only New Orleans school to launch as a completely trauma-informed environment with a focus on restorative discipline practices. 0 Ensuring Equity, by providing individualized supports and services and caring relationships to all children at Querencia regardless of demographic or learning need. Querencia has begun and/or anticipates partnerships with the following community agencies: 0 Tulane Medical School, for clinical support and implementation of trauma-informed practices 0 Project Peaceful Warriors, for yoga and mindfulness instruction for students and staff 0 Community Works, for music and dance instruction 0 Young Aspirations Young Artists, for art instruction 0 Louisiana Outdoors Outreach Program (LOOP), for outdoor adventures and site-based learning 0 The Children?s Bureau, for counseling and crisis support C. School Management and Finances We have elected to omit this section of the prospectus. Because we received full and complete approval on these portions of our application in Spring 2017, we have chosen to focus on School Vision as an area for feedback. The Querencia School School Founder Bios Elizabeth Marcell Elizabeth Marcell is the founding Executive Director of the New Orleans Therapeutic Day Program. In this capacity, Dr. Marcell designed, launched and oversees the citywide therapeutic day program for children with diagnosed behavioral health disabilities, in partnership with Tulane University Medical School. Previously, she was the founding Executive Director of Intervention Services at Schools. She served as Vice Chair of the Louisiana Special Education Cooperative and as the charter school representative on the Special Education Advisory Panel to Louisiana's Department of Education. Dr. Marcell holds a BA. from Smith College and a Masters and Doctorate in Culture, Communities, and Education from the Harvard Graduate School of Education. She began her career teaching special education in Texas's Rio Grande Valley and has since taught special education and Italian language at the middle school, undergraduate, and graduate level, and worked on Teach For America?s full-time and Summer Institute staff. William Murphy William Murphy worked in higher education administration before beginning his educator career as a special education teacher in Garyville, LA. He has served as a special education administrator and teacher at Innovation Academy (MA) and as the "turnaround" principal for Hamilton Elementary Middle School, a traditional public school in Baltimore, MD. Upon relocating to New Orleans in 2011, Bill provided leadership development and support to the Schools before being recruited to Jefferson Parish as a key member of the Superintendent's cabinet. Bill left Jefferson Parish to serve as Chief of Schools for New Orleans College Prep. Bill left NOCP to begin a consulting career supporting schools in need of turnaround or expansion planning support. He holds a BA from Hamilton College, an MA from Catholic University, and an in Curriculum and Instruction from Boston College. Bill is an candidate at Xavier University of Louisiana. ELIZABETH MARCELL PROFESSIONAL EXPERIENCE Executive Director, New Orleans Therapeutic Day Program, Recovery School District, New Or/emu. LA. September 20! 4 - present. Founding lixecutive Director tasked \Htll the design. launch, and operation ofa therapeutic day program for snidents in grades K-8 with diagnosed, severe behavioral and mental health disabilities, in response to a lack of day treatment, partial hospital. and residential treatment options for children in Orleans Parish Design and manage all aspects ofptograin, including: collaborate with Community stakeholders. research el?fective practICes. design all aspects of program including instructional. therapeutic. operational. and human resources elements; hire and train all program staff. 0 Partner with l'iilane University Department of Child and Adolescent to deliver medical and counseling services Manage team of 19 full-time staff members and ID contractual service providers: manage $3.2 million budget Design and ovusee aggressive 1i trig-term expansion plan to ensure a build~out ofa continuum of mental health services for children and adolescents in the Greater New Orleans A rea Executive Director of Intervention Services, Schools, New Orr/cunt, LA. Apn'! 20/0 Founding member of Schwils executive staff. Designed and managed all aspects of special education programming. Response to Intervention implementation. homebound instruction, Section 504, and linglish language Leamer support at lleNl Schools. Responsibilities included setting lntenention Services vision and strategic plans, developing relevant policres and procedures. delivering professional development to staff members. ensuring compliance with state and federal regulations, and managing campus~based Special liducatton Coordinators and other members ofthe Intervention Services and l'upil Appraisal Team. 0 Managed team of 15 direct reports and 10 contractual serviCe providers; manage annual budget iifovcr SI million 0 Launched lie-NI flier-.ipeiitic Program in partnership Will] Louisiana State University to support students with severe emotional and disabilities 0 Developed unique specialized settings for students with moderate to severe autism spe~Ctruni disorder and intellecrual disabilities 0 Secured UL er SLS million in grant funding to support specnil education initiatives Education Consultant, Thomas Hchir 8r Associates, Cambridge, MA. Kama/Mr 2008 - 2011.. Consult school. district. and state-lexel education agencies to qualitativel} and quantitatively evaluate special education practICes and support clients in their efforts to provide- quality special education supports and services. Independent Consultant, The New Teacher Project, New York, NY, Oriolm' 2009 - Feb/11092010. Consulted as part of'l'he New 'l'eaeher l?toiect's lunian (.apiial Deep Dive to reuse human capital practices in large urban school elistriCts l-?ocused on how students with disabilities and linglish .anguage learners impact, and are impacted by issues related to Measures of Student Achievement; Staffing/Assignment Options. 'l'eaeher Competency Model; 'l'eachet l'apectattons and Goal Setting: 'l'eacher Supports; and Teacher livaluatirni. Teach For America Houston Summer Institute (2001 - 2003; 2005 - 2009) Held a timer} of leadership roles at the summer Institute. a teacher training program that provides instructional training to nearly 600 800 grade beginning teachers and 5000-6000 lltaiston Independent School District r'l snidents annually. 0 Curriculum Coordinator, Fairway-11152005 2009. Designed ?005. and facilitated (2005 - 2009) Curriculum SpeCialist training; supported Curnculum Spenalist team through observation and feedback; directly managed team of Literacy Specialists. ensured 'l?each For .\merica corps members met obiecm es ofcurticulum; facilitated communication between Curriculum Specialists, School DireCtors, and Institute \lanagement earn, wrote and delivered supplemental workshops in special educanon (lune 0 l.xreeded all targets for Curriculum and LiteraC} Specialist effecnveness in 2005. 2006. 2008, 2009 \let targets for Curriculum Specialist and Literacy Specialist effectiveness in 200'7 0 Curriculum Specialist, jam -ju_/y 2003. linsured that approxmiately 60 corps members met objectives of curriculum; presented sessions including effective long term and lesson planning, assessing student achievement. and modifying curriculum and instruction to meet special needs llired after successfully serving as Corps Member Advisor in 2001 and 2001 3 92% ofcorps members agreed that (Iurnculum Sessions were useful to their teaching 0 Teaching Fellow for Professor Thomas Hehir, Hanan! Crud/mic Selma! q/?Edmarion. Febmag' 2007 2009. Supported tlte teaching of Imp/anemia fur/nurt- 200? - 2009) and Student: will; Dirabi?lier in Selma! (Fall 2007. 2008; Planned for and led weekly section meetings, read and graded response papers. collaborated with professor to develop course content Teaching Fellow in Italian, Depart/nerd of Roman: I Airgezuge am! LJIeramrer. Hanan! Ullillt?fJ?fD?. Fall 2005 - ll lg} 2009. Planned for and taught daily lessons in Italian language and culture to undemraduate students. I .ed weekly conversation groups belt-cred as Instructor for (In/I'm: in (I): Chine/?wry. 2007 - 2008: Designed and taught course providing adtanced Italian students with knowledge and skills to teach Italian in Boston area public schools using activities-based learning model. ColLaborated Course Head to develop syllabus and Course Content Facilitated presentations at area conferences and workshops. Instructor, Boston Teacher Residency, Implementing I ?More: Prm?liier. jimmy April 2008. Designed syllabus and taught course for first iear secondar} school residents of teacher training program Topics included specrfic disabilities, differentiation and Universal Design for naming. linglish Language Learners, and effective pracrices. Teach For America Full-time Staff (2002 2005) 0 Director of Program Resources, Trade Cnaler New Cried/1r. june 20034190005. lninated new position to better support teachers in Greater New Orleans. Managed all elements of regional program designed to support ISO Corps members; planned and faculltated all Program 'l'eam meetings; built effective. user-friendly in Mike network of teaching resourCes to be accused by staff and corps members. 0 Saw 3 increase in teachers' satisfacnon with program during first year 0 Program Director, Tear}; For/Inertia Greater New Orleans .l 2003. Diagnosed pmfesstonal development needs of 43 corps members through formal observations and meetings; connected corps members to resources to support them in making signi?cant academic gains witlt students; facilitated workshops; partnered With 20 schools and administrations. worked witlt lixrcutive Direcmr to reach programmatic goals. 0 Co-l'o under, Tear/J For/Interim Sprriu/ Education Twila Forte. 2002 jun: 2003. liuilt a nationwide network of special education resources; revised Teach For America's Special liducation Toolkit for the summer institute. Led to organization-wide focus on supporting special educators and impacted our 250 teachers. Teacher, Sullivan Elem/ting School, San Barth. Tmr. September I 999 . Men 2001. 'l'aught Preschool I'rogntm for Children with Disabilities as member of 'l'each lior .\meric.t. a national corps of recent college graduates of all academic maiors who commit two years to teach in under-resourqu public schools and becmne lifelong leaders in a wide range of careers Successfully mainstreamed over 50% of students into appropriate general education classes 0 Revamped l?l?Cl) curriculum to focus on academics and prepare students for general education settings 0 Served as Special liducation Department Representative on site-based Campus Improvement 'l'eam: personalh created and implemented homework tutorial for students who did not Complete assignments. as means of academic support and alternative to punishment. EDUCATION Harvard Graduate School of Education, September 2005 - Nat-ember 20/0. Doctorate in Cit/hm. med Edam/ion with research focus on special education practtcu in low income communities of color. Coursework in special education policy and practice. racial justiCe. .tdt'anCed statistics. qualitative methodology. immigration and education. history of education. rural education. and language learners. lid. awarded: June 2007. lidJ). awarded: Nt-vember 2010. 'l'ltesis: C/mire. Charter .S'r/Joalr. .md Student: wit/r Dirnbi/itiet: Spam! Education ?ml/emu! in Porrle'zzl?ua New Odeum barter (baa/r. University of Wisconsin, tl'ladiran. llii'nmuiu. A 2002. Completed one year of coursework toward Doctor of Philosophy in ltalian Language and Literature. GPA: 3.80 Smith College, Non/implore dinnerware/It. Mg I999. Bachelor of Arts in Italian language and Literature with minor in History. um (mule. Junior year abroad at Italy with study at Uniierritei Home. GPA: 3.8 l. VOLUNTEER 8; BOARD EXPERIENCE Board Member, St. Lilian Academy, Spring 2017 Provide governance and requested programmatic support to St. Lillian Academy, a Baton Rouge?based school for children with learning and communication challenges. New Orleans Health Departinent Core Advisory Team, February 201? - present. Serve on a Small Community Health Improvement team to identify and address the health needs of the community. Goals include completing a Community Health Assessment and drafting a ?ve-year Community health improvement plan. Behavioral Health Council Education Work Group, .llun'la 2016 - pmmt. Participate in Education Work Group meetings focused on advocating for behavioral health for children and youth through the school system; providing input on the development of Beltavtoml Health Council proiects; and link with other partners in ways that promote behavioral health and wellness. Charter School Representative, Special Education Advisory Panel to Louisiana Department of Education, Full 207 I Served as representative of all Louisiana chatter schooh on Panel. which was established tn acrordanCc with the requirements of regulations and provides poltq guidance with respect to specral education and related serviCes for children with disabilities in Louisiana. Advised lnutsiana Department of Iiducation on \artous special education policies and Communicated charter school perspective on specral education issues. Vice Chair, Louisiana Special Education Cooperative, New Orleans, LA. Pal/2010 - September 20 H. Serve as vice chairperson of the board of the I. (LOOP, promoting data-driven and evidence-based special education sen ire delivery in charter schools. ('lversee membership professional development. grant-writing; participate In 2001? partnership with the Recoven School District; execute search for a full-time l-lxecurive Director. GRANTS, HONORS 8c AWARDS Fellow, Tear/a For America It'lm/ Sir/em: Fellows/up, Spit/{g 20H - Summer 20/ 5. Selected for a selective fellowship program to prepare senior Teach For America alumni to take on district leadership roles in winch we can fundamentally change academic and life outcomes for students systemwide. Inaugural Fellow, Nomad C. Frat/ma Leaders/tip lurlilnlr, Xaz'irr Uttitrraig'. New On?rum. I/l. Fri/12012 Fall 2013. Selected as a fellow to participate in a leadership institute founded in 2012 to educate professional men and women for consequential civic engagement and purposeful social resptinsibtlin. Presidential Instructional Technology Fellow, Human] Um'zvm'g. Fall 2008, Spring 2009. Awarded for work with Professor 'l'ltomas I lehir to develop digital course materials, and for use of nouns technologies to increase students? access to course Content both in and outside of the classroom. Certi?cate of Distinction in Teaching, Hamm! Unit-mfg, slimming car 2005 - 06, Fall c3" Spring twat-rim 2007 and 2008. Awarded to teaching fellows rated 4.3 or higher overall on 5-point composite scale by undergmduate students David Rockefeller Center for Latin American Studies, Human! Um?trm?g', Pal/2007. Recipient Travel Grant to assist With a research trip to the l?exas MexiCo border in January; 2008. Virginia B. Hof Teaching Award, Um'zrm'g' of ll'iammin-zlludiron. My 2002. Awarded to most ?rst~year teaching assistant in Departmentof hatch and ltaltan. Finalist, Tear/1 For America/Sm 111mm: Awarrl?ar Burl/em? in Trading, My 200]. One of six ?nalists chosen from over 800 Corps members for award recrigrtt'ring most outstanding second-year teacher Teacher of the Year, Sit/?rm! E/rmelttag- .l'rbool, San Benito, Tum. April 200/. National Champion, Ham .S?lmw Anode/ion, Mg 199?. Champion in Intermediate Over Fences division SELECT CONFERENCES, PRESENTATIONS, PUBLICATIONS Dismantling the School to Prison Pipeline, Tl): New Tear/aer- ijm Org-ll'i'de Catt/emu? 2016, New Or/rwu. IA. September 2016 Designing Schools for All Learners, Trad; For Imam .- cl" [nit/tutor. Lblt?mw. lats Vegas. NV, July 2014 Special Education in A System of Schools, National Spatial Edam/ion New York Cir} Specml Education Coll-almranve, May 2014 Special Education and Charter Schools (with Paul O?Neill, National Center on Special Education in Charter Schools), Louisiana .r-luoa'atton ofPub/ic Charm Sr/Joo/I Appb' Your-Jay! Baotmmp, Baton Rouge, LAJunuaq' 2014 Doing right by our students with special needs: Excellence and Innovation in the Field of Special Education, Tear/1 For/imam) flit/zxtu/A/xwmiAwani: c3? [Ed/natal: (.?aqj?remr. Detroit. 2013 Building Effective Charter School Special Education Continua from the Ground Up (with Andrea Bond, Collegiate Academies), Comu?i/jbr Cbi/dmtAumzu/ Cart/20mm San Antonio, TX. April 2013 Cteating A Therapeutic Milieu for Students with Extreme Behavioml Disabilities in Charter Schools (with Andrea Bond, Collegiate Academics), Conan/?r Emvpliwm/ Children San Antonio, TX, April 2013 San Antonio. 0.. Marcell, Tieken, M, \Vtener, K. (201 I, April). Lice-s in transition: What Students say. Exlmatimml Dalian/?) On?m, Vol. 68, No. 7. Alexandria, VA: Assocmtion for Supervision and Curriculum Development. ADDITIONAL SKILLS Fluent in ltalian, functional in Spanish Competent in Microsoft applications, Excellent written and verbal communication William]. Murphy 3213 Iberville Street 0 New Orleans, LA 70119 wjmurphy79@gmail.com 0 413-427-5122 EXP ENCF. K42 Education Consulting Various September 2013 - present The Ten Square Group 6 Provide coaching. support, and evaluation of school leaders, charter management group leaders, and charter school boards; devise instructional improvement plan and provide coaching of instructional staff 0 Evaluate charter school applications and provide coaching to charter school boards for successful launch of new schools; conduct district and CMO strategic evaluations/ readiness assessments in partnership with the University of Virginia Independent Consulting 6 Provide coaching to charter management group leaders independently and in partnership with TeachZLead 0 Evaluate charter school applications and support charter school boards for successful launch of new schools New Orleans College Preparatory Academies New Orleans, LA june 2014 - July 2015 Chief Schools Officer . Supervise three school principals serving approximately 1300 students in grades PreK through 12; lead central academic team 0 Provide instrucrional and cultural leadership of team that improved two schools? performance by one letter grade and halted precipitous two year decline at ?turnaround school? Jefferson Parish Public School System Harvey, LA June 2012 -]unc 2014 Chief Networks Officer 0 Collaboratively develop support strategy for 80 schools resulting in more than 20 schools being recognized as state ?top gains" schools and 35 schools improving school Status by at least one letter grade 0 Create and manage common core transition plan in a 44,000 student school system adopting decentralization/ school based autonomy; district rank improved from 51-? to 36?h and from a rating to a rating 0 Supervise six Network Executive Directors each managing 9 to 14 principals and assisted by 36 School Support Specialists providing teacher professional development Network 3 Executive Director 0 Supervise 14 schools resulting in an average SPS growth of 9.8 points relative to a state average growth of approximately 1 point and a districr average growth of approximately 2 points 0 Manage a team of four School Support Specialists providing support, training, and evaluation of 14 principals and their teachers; act as primary point of contact for parent or community concerns Schools New Orleans, LA june 2011 -June 2012 Chief of Leadership Development 0 Supervise and support four ?small school leaders? managing a turnaround school of approximately 680 students resulting in approximately 12 point SP5 growth exceeding district average growth by more than 8 points 9 Provide professional development and ongoing coaching for twelve ?small school leaders" managing four turnaround schools that earned an average SPS grOWth of over 8 points for the 2011-2012 school year 0 Recruit and select school leaders; devise leadership strategy for a Charter Organization serving over 1600 students Baltimore City Public Schools Baltimore, MD june 2006 ?]unc 2011 Principal, Hamilton School #236 0 Manage, support, and evaluate approximately 40 staff members, providing institutional leadership for a school serving approximately 640 children in grades PreK through 8; recruit and hire all new staff 0 Devise instructional strategy yielding an average rate of pro?ciency in math and reading in excess of 85% as measured by State assessments exceeding the district average by more than 20? 0 in reading and 25? 0 in math 0 Devise professional development and school culture strategy decreasing behavior incidents by over 86? 0 reducing from an average of 7 per day to less than 1 per day while maintaining a daily attendance rate in excess of 95? 0 6 Guide stakeholders through mission-vision setting to manage an approximately $4.5 million budget aligned to student needs, school outcome targets, and desires exceeding parent/ community satisfaction survey benchmarks 9 Complete 8 month principal residency at Arlington Elementary #234 leading team that achieved a l-l??o and 11" 0 increase in smdents passing State assessment in math and language arts respectively Murdoch Middle Public Charter School Chelmsford, MA June 2002 ?junc 2006 Home-base Teacher 6 Cooperatively develop and deliver project-based math/ science lesson for forty-five students correlating with an increase in student advanced and pro?cient performance rate on state assessment by more than 20? 0 0 Consistently rated as pro?cient or higher by both supervisor and in parent/ student survey materials 0 Coordinate annual college and govemmental agency ?eld trip to Washington. DC for 75 middle school students Student Support Services Co-Director Collaboratively create a child-centered, statutorily compliant special education program delivering the full continuum of services; recognized during charter renewal process for excellence in the area of special education 0 Supervise testing, placement, and assessment of ?fty-eight students with special needs Teach For America Summer Institute Staff April 2001 August 2005 Curriculum Coordinator 0 Supervise and evaluate twelve instructors charged with educating approximately 700 new teachers 9 Manage thirteen learning teams providing new teachers with speci?c content area pedagogical skills Curriculum Specialist 6 Coordinate faculty advisors; instruct 70 new teachers in fundamental framework of effective classroom practice Corps Member Advisor 0 Aer as Corps Member Advisor to sixteen new teachers providing instructional supervision, observation and feedback Garyville/ Mt. Airy MS Magnet School Garyville, LA july 2000 june 2002 Special Education Teacher, Teach For America Corps Member 9 Instruct twenty-eight students receiving Special Education services in Mathematics and Language Arts 0 Provide resource and inclusion services for twenty students in Science and Social Studies 6 Improve average student performance on state assessment by over 30 percentile points The Catholic University of America Washington, DC September 1997 ?june 2000 Area Coordinatorl Coordinator forJudicial Affairs Recruit, train, and supervise twelve peer advisors, four administrative assistants, and 20 security of?cers Coordinate academic, prOgrammatic, and counseling support for approximately 450 undergraduates Manage student programming, campus safety, work study, and maintenance budget of approximately $200,000 Lead creation of residential expectations and discipline policies; adjudicate undergraduates for alleged violations of l'niversity policies EDUCATION Master of Education, Elementary Education] Curriculum 8: Instruction Bar/rm College Clam?! ?ll. il l. -l September 2002 jtme 200} Master of Arts, Religion and Culture The Cal/Jolie Unit's/trig of/lmm'ru DC Sapient/Jar I997 - June 1999 Bachelor of Arts, English Literature and Hamilton Col/(g: Clinton, Sap/mixer 7992 - Mo} I996 Teach For America?s School Systems Leaders Fellowship jzme 20l3-jmie 20 I4 High!) mmpetifit'e Ila/loud! [olden/11p prognm will; a 99 mic developing (lb/rid lezvl engagement, and illitntt'liorml ital/l: New Leaders for New Schools j/me 2006 - j/me 200' Selective alter/Wire re?l/imrioo program designed lo dare/op lJ/t?llf?l (duration z'n/o Immjommliooal J?c?lioo/ kaderx