E-Served: Feb 26 2021 6:07PM PST Via Case Anywhere

1 Mark C. Holscher (SBN 139582) [email protected] 2 Edward Hillenbrand (SBN 310872) [email protected] 3 KIRKLAND & ELLIS LLP 555 South Flower Street 4 Los Angeles, CA 90071 Telephone: (213) 680-8400 5 Facsimile: (213) 680-8500

6 Sierra Elizabeth (SBN 268133) [email protected] 7 Kathryn E. Panish (SBN 324047) [email protected] 8 KIRKLAND & ELLIS LLP 2049 Century Park East 9 Los Angeles, CA 90067 Telephone: (310) 552-4200 10 Facsimile: (310) 552-5900

11 Laura Kelley Uhlenhuth (SBN 330678) [email protected] 12 KIRKLAND & ELLIS LLP 555 California Street 13 San Francisco, CA 94104 Telephone: (415) 439-1498 14 Facsimile: (415) 439-1500

15 Attorneys for Plaintiffs

16 SUPERIOR COURT OF THE STATE OF CALIFORNIA

17 COUNTY OF LOS ANGELES

18 KESHARA SHAW; ALMA ROSA FARIAS DE Case No. 20STCV36489 SOLANO; JOSUE RICARDO GASTELUM- 19 CAMPISTA; MARITZA GONZALEZ; RONNIE Honorable Yvette M. Palazuelos HEARD, JR.; DEYANIRA HOOPER; JUDITH Dept. 9 20 LARSON; VICENTA MARTINEZ; AND AKELA WROTEN, JR., PLAINTIFFS’ DESIGNATION OF 21 PRELIMINARY INJUNCTION EXPERT Plaintiffs, WITNESSES; DECLARATION OF 22 KATHRYN PANISH PURSUANT TO CAL. v. CIV. PROC. CODE § 2034.260E 23 LOS ANGELES UNIFIED SCHOOL DISTRICT; Complaint Filed: 09/24/2020 24 AUSTIN BEUTNER, Los Angeles Unified School FAC Filed: 10/07/2020 District Superintendent; and DOES 1-25, inclusive, 25 Defendants, 26 UNITED TEACHERS LOS ANGELES, 27 Relief Defendant. 28

PLAINTIFFS’ DISCLOSURE OF EXPERT WITNESSES

1 Pursuant to California Civil Procedure Code sections 2034.210(a) and 2034.260, Plaintiffs

2 Keshara Shaw, Alma Rosa Farias de Solano, Josue Ricardo Gastelum-Campista, Maritza Gonzalez, 3 Ronnie Heard, Jr., Deyanira Hooper, Judith Larson, Vicenta Martinez, and Akela Wroten, Jr. (“Plaintiffs”) 4 designate their expert witness whose testimony they expect to offer into evidence in support of their 5 Motion for Preliminary Injunction in the above-captioned action: 6

7 Professor Mark A. Alter. PhD Professor of Educational Psychology 8 New York University Steinhardt School of Culture, Education & Human Development 9 239 Greene Street, Room 512, East Building New York, NY 10003 10 Professor Robert Balfanz, PhD 11 Research Professor Johns Hopkins University 12 Center for the Social Organization of Schools 2800 N. Charles Street 13 Baltimore, MD 21218

14 Barbara Duffield Executive Director 15 SchoolHouse Connection 4401A Connecticut Avenue NW, #145 16 Washington, DC 20008

17 Hailly T.N. Korman Senior Associate Partner 18 517 Boston Post Road, #171 Sudbury, MA 01776 19 Sarah Lillis 20 Executive Director Teach Plus California 21 1925 Meer Way Sacramento, CA 95822 22 Professor Paul Reville 23 Francis Keppel Professor of Practice of Educational Policy and Administration Harvard Graduate School of Education 24 13 Appian Way, Longfellow Hall 312 Cambridge, MA 02138 25 Daniel Weisberg 26 Chief Executive Officer TNTP, Inc. 27 500 7th Avenue, 8th Floor New York, NY 10018 28

1 PLAINTIFFS’ DISCLOSURE OF EXPERT WITNESSES

1 Without waiving their right to object to any such witnesses, Plaintiffs reserve the right to call at

2 trial or at a hearing any of the expert witnesses already or hereinafter identified by any other party to this

3 action, notwithstanding that subsequent to the service of that party’s designation of experts, such party

4 was or may be dismissed from the action.

5 Plaintiffs reserve all rights, including their rights pursuant to California Civil Procedure Code

6 Section 2034.280, to later designate any additional experts not named above, whose testimony is

7 required to aid in the prosecution of this action, or to refute or rebut the contentions, assertions and

8 testimonies of the expert witnesses identified by other parties in this action, or both.

9 Respectfully Submitted, 10 DATED: February 26, 2021 KIRKLAND & ELLIS LLP 11

12

13 Mark C. Holscher (SBN 139582) [email protected] 14 Edward Hillenbrand (SBN 310872) [email protected] 15 KIRKLAND & ELLIS LLP 555 South Flower Street 16 Los Angeles, CA 90071 Telephone: (213) 680-8400 17 Facsimile: (213) 680-8500

18 Sierra Elizabeth (SBN 268133) [email protected] 19 Kathryn E. Panish (SBN 324047) [email protected] 20 KIRKLAND & ELLIS LLP 2049 Century Park East 21 Los Angeles, CA 90067 Telephone: (310) 552-4200 22 Facsimile: (310) 552-5900

23 Laura Kelley Uhlenhuth (SBN 330678) [email protected] 24 KIRKLAND & ELLIS LLP 555 California Street 25 San Francisco, CA 94104 Telephone: (415) 439-1498 26 Facsimile: (415) 439-1500

27 Attorneys for Plaintiffs

28

2 PLAINTIFFS’ DISCLOSURE OF EXPERT WITNESSES

1 DECLARATION OF KATHRYN PANISH

2 I, Kathryn Panish, am an attorney at the law firm of Kirkland & Ellis LLP, counsel of record for

3 the above-captioned Plaintiffs. I have personal knowledge of the facts stated in this declaration, and I can

4 testify competently to them if called upon to do so. This declaration is made pursuant to Code of Civil

5 Procedure § 2034.260.

6 Professor Mark A. Alter 7 1. At the preliminary injunction hearing in this matter, Plaintiffs intend to offer expert

8 opinion testimony by Professor Mark A. Alter.

9 2. Professor Alter has agreed to testify at the preliminary injunction hearing in this case

10 upon proper notice, and is sufficiently familiar with this action to submit to a meaningful oral deposition

11 concerning any opinions he has formed, and its basis, should said deposition be reasonably, duly, and

12 properly scheduled.

13 3. Professor Alter has been full time on the faculty at New York University (“NYU”) since

14 1980 teaching a range of courses in the Special Education Program. He is currently a full time Professor

15 of Educational Psychology at NYU and was the Founding Chair of the Department of Teaching and

16 Learning for 14 years. Professor Alter has a record of publications, national and international

17 workshops, and has funded grants in the field of special education. Professor Alter is a certified teacher

18 of Special Education: Mental Retardation in the State of New York and has experience as an assistant

19 teacher and teacher with students with severe and profound disabilities with the Association for the Help

20 of Retarded Children, as well as a PhD from Yeshiva University in special education. More details of

21 Professor Alter’s qualifications are set forth in the C.V. attached hereto as Exhibit 1.

22 4. It is anticipated that Professor Alter will testify regarding the side letter agreements that

23 the Los Angeles Unified School District (“LAUSD”) and United Teachers Los Angeles (“UTLA”)

24 entered into since the pandemic began in March 2020 (hereinafter “Side Letter Agreements”), and how

25 those Agreements do not support students with disabilities and their families. It is also expected that

26 Professor Alter will testify regarding the serious harmful effects that Side Letter Agreements have had

27 and will have on students with disabilities and their families, including but not limited to, the learning

28 loss of these students.

1 PLAINTIFFS’ DISCLOSURE OF EXPERT WITNESSES

1 5. Professor Alter will provide rebuttal testimony to the opinions of Defendants’ experts to

2 the extent required.

3 6. Professor Alter’s fee is $350 per hour.

4 Professor Robert Balfanz 5 7. At the preliminary injunction hearing in this matter, Plaintiffs intend to offer expert

6 opinion testimony by Professor Robert Balfanz.

7 8. Professor Balfanz has agreed to testify at the preliminary injunction hearing in this case

8 upon proper notice, and is sufficiently familiar with this action to submit to a meaningful oral deposition

9 concerning any opinions he has formed, and its basis, should said deposition be reasonably, duly, and

10 properly scheduled.

11 9. Professor Balfanz is a research professor at the Center for Social Organization of

12 Schools, School of Education, Johns Hopkins University, where he is the Director of the Everyone

13 Graduates Center (“EGC”). EGC is a leading educational Research, Development and Dissemination

14 center whose mission is to apply evidence-based strategies that will enable all students to graduate from

15 high school prepared for college, career and civic life. Additionally, over the past 24 years, Professor

16 Balfanz has published articles in scholarly publications, led major field studies involving hundreds of

17 middle and high schools, and written technical assistance and training materials. He has also consulted

18 with multiple state departments and school districts and made presentations to thousands of teachers and

19 school leaders concerning: (a) chronic absenteeism; (b) early warning and intervention systems that keep

20 students on track to high school graduation and post-secondary success; (c) comprehensive reform

21 models for middle and high schools; and (d) effective instructional interventions for below grade level

22 students. More details of Professor Balfanz’s qualifications are set forth in the biography attached hereto

23 as Exhibit 2.

24 10. It is anticipated that Professor Balfanz will testify regarding the inadequacies of the Side

25 Letter Agreements with respect to students’ connectedness to their schools and students obtaining

26 progressively challenging learning experiences. It is also expected that Professor Balfanz will testify

27 regarding the consequences of these inadequacies, as well as the steps that the LAUSD could have taken

28 to ensure that students received an adequate education through distance learning.

2 PLAINTIFFS’ DISCLOSURE OF EXPERT WITNESSES

1 11. Professor Balfanz will provide rebuttal testimony to the opinions of Defendants’ experts

2 to the extent required.

3 12. Professor Balfanz’s fee is $125 per hour.

4 Barbara Duffield 5 13. At the preliminary injunction hearing on this matter, Plaintiffs intend to offer expert

6 opinion testimony by Barbara Duffield.

7 14. Ms. Duffield has agreed to testify at the preliminary injunction hearing in this case upon

8 proper notice, and is sufficiently familiar with this action to submit to a meaningful oral deposition

9 concerning any opinions she has formed, and its basis, should said deposition be reasonably, duly, and

10 properly scheduled.

11 15. Ms. Duffield has worked for over 25 years at the intersection of education and

12 homelessness. Ms. Duffield is currently the Executive Director of SchoolHouse Connection (“SHC”), a

13 leading organization on the early care and education of children and youth experiencing homelessness.

14 SchoolHouse Connection is a national advocacy organization working to overcome homelessness

15 through education. Ms. Duffield has been involved in drafting education-related legislation, and has

16 worked extensively with the U.S. Department of Education, state education agencies, local educational

17 agencies, and community service providers on the implementation of federal education policies,

18 including conducting trainings, creating tools and resources, and shaping federal, state, and local

19 guidance. Ms. Duffield has authored numerous articles and publications, including Educating Children

20 and Youth Experiencing Homelessness, a widely read publication of the American Bar Association, and

21 has been quoted in numerous media, including the New York Times, Education Week, and CNN. More

22 details of Ms. Duffield’s qualifications are set forth in the biography attached hereto as Exhibit 3.

23 16. It is anticipated that Ms. Duffield will testify regarding the deficiencies in the Side Letter

24 Agreements, including but not limited to, the overall reduction in teacher time, the limitation on

25 synchronous learning, the limitation on the frequency and nature of contacts with families, the limitation

26 on home visit requirements, and the minimal training and professional development requirements. It is

27 expected that Ms. Duffield will also testify regarding the consequences of these deficiencies to students

28 experiencing homelessness.

3 PLAINTIFFS’ DISCLOSURE OF EXPERT WITNESSES

1 17. Ms. Duffield will provide rebuttal testimony to the opinions of Defendants’ experts to the

2 extent required.

3 18. Ms. Duffield’s fee is $100 per hour.

4 Hailly T.N. Korman 5 19. At the preliminary injunction hearing in this matter, Plaintiffs intend to offer expert

6 opinion testimony by Hailly T.N. Korman.

7 20. Ms. Korman has agreed to testify at the preliminary injunction hearing in this case upon

8 proper notice, and is sufficiently familiar with this action to submit to a meaningful oral deposition

9 concerning any opinions she has formed, and its basis, should said deposition be reasonably, duly, and

10 properly scheduled.

11 21. Ms. Korman is a senior associate partner at Bellwether Education Partners on the Policy

12 and Evaluation team where she provides consulting services to school districts, county offices of

13 education, and state education agencies on a range of complex education challenges including support

14 for youth in foster care or in the custody of the juvenile justice system, students at risk of dropping out,

15 meeting the needs of youth who experience homelessness, school discipline, pregnant and parenting

16 students, attendance, high-quality education programs, teacher quality, assessment strategies, and

17 program design. As part of this role, Ms. Korman works directly with leaders of education agencies like

18 superintendents and board members as well as with their staff and provides them with advising, strategic

19 planning, and evaluation services. Ms. Korman was also a classroom teacher for nine years, five of them

20 at 122nd Street Elementary School in the LAUSD. Additionally, Ms. Korman is the lead or co-author of

21 a number of publications, op-eds, commentary, interviews, and blog posts on these complex education

22 issues; regularly speaks at conferences and professional events; and she has given testimony before the

23 California State Legislature on pending education legislation. Ms. Korman has also been appointed to

24 public bodies including Los Angeles County Department of Probation Workgroup; California

25 Department of Education State Transitions Workgroup; Los Angeles County Office of Education Road

26 to Success Academy; and Los Angeles County SB81 (Camp Kilpatrick) Education & Programming

27 Subcommittees. More details of Ms. Korman’s qualifications are set forth in the biography attached

28 hereto as Exhibit 4.

4 PLAINTIFFS’ DISCLOSURE OF EXPERT WITNESSES

1 22. It is anticipated that Ms. Korman will testify about how the terms set forth in the Side Letter

2 Agreements, including those concerning teacher work time, student assessments, teacher evaluations,

3 student attendance, student instructional time, the definition of asynchronous instruction, have had

4 material, ongoing, and long-term detrimental academic effects on LAUSD students. It is expected that

5 Ms. Korman will also testify about the disproportionate impact the terms of the Side Letter Agreements

6 have had on the LAUSD’s most vulnerable students: students living in low-income homes, and Black and

7 Latino children.

8 23. Ms. Korman will provide rebuttal testimony to the opinions of Defendants’ experts to the

9 extent required.

10 24. Mr. Korman’s fee is $295 per hour or $2950 per full day.

11 Sarah Lillis 12 25. At the preliminary injunction hearing in this matter, Plaintiffs intend to offer expert

13 opinion testimony by Sarah Lillis.

14 26. Ms. Lillis has agreed to testify at the preliminary injunction hearing in this case upon

15 proper notice, and is sufficiently familiar with this action to submit to a meaningful oral deposition

16 concerning any opinions she has formed, and its basis, should said deposition be reasonably, duly, and

17 properly scheduled.

18 27. Ms. Lillis is the Executive Director of Teach Plus California. Teach Plus California is a

19 teacher leadership organization, which trains and empowers excellent, experienced, and diverse teachers

20 to take leadership over key policy and practice issues that advance equity, opportunity, and student

21 success. As executive director of Teach Plus California, Ms. Lillis works directly with California

22 teachers, supporting them in developing their leadership, policy and advocacy skills. Since 2003, Ms.

23 Lillis has worked in education policy. For more than ten years, Ms. Lillis was the director of the

24 EdVoice Institute, an organization that worked to bridge education research and policy. Since assuming

25 the role of executive director at Teach Plus California in 2018, Ms. Lillis led two cohorts of teaching

26 policy fellows from throughout California, as well as several teacher led professional learning programs

27 in Los Angeles. More details of Ms. Lillis’ qualifications are set forth in the biography attached hereto

28 as Exhibit 5.

5 PLAINTIFFS’ DISCLOSURE OF EXPERT WITNESSES

1 28. It is anticipated that Ms. Lillis will testify regarding Side Letter Agreements’ lack of

2 essential high quality professional learning or training that LAUSD teachers need, and the inevitable

3 long-term material consequences that LAUSD students will suffer as a result. It is also expected that Ms.

4 Lillis will testify regarding the steps that the LAUSD must implement to allow its teachers to deliver

5 education successfully in a remote learning context and to remedy the deficiencies in its current plan.

6 29. Ms. Lillis’s fee is $100 per hour

7 Professor Paul Reville 8 30. At the preliminary injunction hearing in this matter, Plaintiffs intend to offer expert

9 opinion testimony by Professor Paul Reville.

10 31. Professor Reville has agreed to testify at the preliminary injunction hearing in this case

11 upon proper notice, and is sufficiently familiar with this action to submit to a meaningful oral deposition

12 concerning any opinions he has formed, and its basis, should said deposition be reasonably, duly, and

13 properly scheduled.

14 32. Professor Reville is the Francis Keppel Professor of Practice of Educational Policy and

15 Administration at the Harvard Graduate School of Education (“HGSE”). He has been a member of the

16 HGSE faculty since 1997 and has served as director of the Education Policy and Management Program,

17 and is also the founding director of HGSE’s Education Redesign Lab, an organization committed to the

18 design and creation of more equitable systems of child development and education.

19 33. In 2013, Professor Reville completed nearly five years of service as the Secretary of

20 Education for the Commonwealth of Massachusetts. Professor Reville served in the Governor’s Cabinet

21 and played a leading role in education reform on matters ranging from the Achievement Gap Act of

22 2010 and Common Core State Standards to the Commonwealth’s highly successful Race to the Top

23 proposal. Prior to joining the Patrick Administration, he chaired the Massachusetts State Board of

24 Education, founded the Rennie Center for Education Research and Policy, co-founded the Massachusetts

25 Business Alliance for Education (“MBAE”), chaired the Massachusetts Reform Review Commission,

26 chaired the Massachusetts Commission on Time and Learning, and served as executive director of the

27 Pew Forum on Standards-Based Reform, a national think tank which convened the U.S.’s leading

28 researchers, practitioners, and policymakers to set the national standards agenda. He is a frequent writer,

6 PLAINTIFFS’ DISCLOSURE OF EXPERT WITNESSES

1 speaker and commentator on education reform and policy issues, and he has published two books and

2 numerous articles on various education topics. More details of Professor Reville’s qualifications are set

3 forth in the biography attached hereto as Exhibit 6.

4 34. It is anticipated that Professor Reville will testify regarding the deficiencies in the Side

5 Letter Agreements, including but not limited to the inadequate teacher time with students, the minimal

6 amount of professional development and teacher planning, and the decrease in or elimination of student

7 and teacher performance evaluations, that have led to profound learning loss. It is expected that

8 Professor Reville will also discuss the long-term negative consequences for LAUSD students as a result

9 of the Side Letter Agreements.

10 35. Professor Reville will provide rebuttal testimony to the opinions of Defendants’ experts

11 to the extent required.

12 36. Professor Reville’s fee is $500–750 per hour.

13 Daniel Weisberg 14 37. At the preliminary injunction hearing in this matter, Plaintiffs intend to offer expert

15 opinion testimony by Daniel Weisberg.

16 38. Mr. Weisberg has agreed to testify at the preliminary injunction hearing in this case upon

17 proper notice, and is sufficiently familiar with this action to submit to a meaningful oral deposition

18 concerning any opinions he has formed, and its basis, should said deposition be reasonably, duly, and

19 properly scheduled.

20 39. Mr. Weisberg is the Chief Executive Officer of TNTP. TNTP is a national nonprofit

21 organization founded by teachers. Its mission is to end the injustice of education inequity by advancing

22 policies and practices that ensure effective teaching in every classroom. As TNTP’s Chief Executive

23 Officer, Mr. Weisberg oversees TNTP’s executive team and all aspects of the organization’s operations,

24 strategy, and growth. Before coming to TNTP, Mr. Weisberg served as Chief Executive of Labor Policy

25 and Implementation for the New York City Department of Education (“NYCDOE”), the country’s

26 largest public school system. In this role, Mr. Weisberg led negotiations between the Department and the

27 United Federation of Teachers that resulted in a series of groundbreaking reforms, including the city’s

28 highly regarded “mutual consent” system, which gives teachers and schools the primary voice in school

7 PLAINTIFFS’ DISCLOSURE OF EXPERT WITNESSES 1 staffing. More details of Mr. Weisberg's qualifications are set forth in the biography attached hereto as

2 Exhibit 7.

3 40. It is anticipated that Mr. Weisberg will testify regarding the Side Letter Agreements and

4 their failure to ensure an adequate education for students by not: (a) allowing for adequate instructional

5 time to address unprecedented interrupted learning; (b) providing for sufficient training of teachers or

6 requiring them to assess students' academic progress; ( c) providing remote learning opportunities that

7 all students can access through the necessary technology and resources; and ( d) allowing for authentic

8 partnerships with families to support students' academic success and social and emotional learning.

9 41. Mr. Weisberg will provide rebuttal testimony to the opinions of Defendants' experts to

10 the extent required.

11 42. Mr. Weisberg's fee is $300 per hour.

12

13 I declare under penalty of perjury under the laws of the State of California that the foregoing is

14 true and correct to the best of my knowledge and belief. Executed this 26th day of February 2021 in Los

15 Angeles, California.

16 17 .~fcwJo2 Kathryn Panish 18

19

20

21

22

23

24

25

26

27 28

8 PLAINTIFFS' DISCLOSURE OF EXPERT WITNESSES

EXHIBIT 1

PERSONAL DATA:

Mark Alter Ph.D. New York University Steinhardt School of Culture, Education & Human Development Department of Teaching Learning / Programs in Special Education 239 Greene Street, Room 512, East Building New York, NY 10003 Phone: (212) 998-5475 Fax: (212) 998-4049 Email: [email protected]

EDUCATIONAL PREPARATION:

COLLEGE DEGREE SPECIALIZATION

Yeshiva University, New York Ph.D. Special Education Yeshiva University, New York M.S. Special Education/Mental Retardation Unity College, Maine B.S. Psychology

PROFESSIONAL EXPERIENCE:

A The Steinhardt School of Culture, Education & F. Yeshiva University . Human Development Department of Teaching U.S. Office of Education Project T.I.D.E. and Learning Professor Educational Psychology Co- Director 2004 - 1979 - 1980

B The Steinhardt School of Culture, Education & G. New York University (formerly @ Yeshiva University . Human Development Department of Teaching Curriculum Research and Development Center in and Learning Chair (Founding) Mental Retardation Senior-Program Developer 1990 - 2004 1972 - 1979

C The Steinhardt School of Culture, Education & H. Yeshiva University . Human Development Department of Teaching & Department of Special Education Instructor Learning Full Professor of Educational 1977 - 1979 Psychology 1995 - Present

D New York University I. Association for Help of Retarded Children (AHRC), . The Steinhardt School of Culture, Education & New York City Saturday Preschool Program (Birth – Human Development Department of Educational 3 yrs.) Director Psychology (tenured) Associate Professor 1972 - 1974 1985 - 1995

E New York University J. Association for Help of Retarded Children (AHRC), . The Steinhardt School of Culture, Education & New York City Teacher, Assistant Teacher Human Development Department of Educational 1969 - 1972 Psychology Assistant Professor 1980 - 1985

INTERNATIONAL TEACHING:

• Disability in a Global Context - Global Affairs - NYU Steinhardt https://steinhardt.nyu.edu/global/.../deans_global_honors_seminar/Florence2017 This course explores the implications of having disability in global contexts. It examines how local civic ... NYU students will learn about Special Education in NYC and compare to how special education is provided in Florence, Italy. We will look at ... 8170. Faculty: Mark Alter, Professor of Educational Psychology.

• EUNEC seminar on 'Making education more inclusive' | Eunec www.eunec.eu/eunec-work-news/eunec-seminar-making-education-more-inclusive May 24, 2017 - ... 1) European Network of Education Councils: Invited Keynote; Is Special Education Special? Bucharest, Romania May 18-19 2017. 2) Step[ By Step and Ready Nation Romania: Partnership : Public and Private Sectors Supporting. Early Childhood Education. States Regional Office (CEE/CIS).

• International Days of Education at the Faculty of Psychology and ... www.fulbright.ro › Educational Advising Center › News - Translate this page

The Fulbright Educational Advising Center/FEAC is an intrinsic part of the Romanian-U.S. Fulbright Commission and the global EducationUSA network. ... Several highly regarded specialists took part in the meetings, among whom Mark Alter, Dinah Heller and Amy Alter (New York University), Peter Moeller Petersen

• Conferința Mark Alter - Schimbări în educație, educația pentru secolului XXI. Public ... pin. Show Map. Hide Map. Universitatea Bucuresti, FPSE. Bucharest, Romania ... Profesorul Mark Alter va conferenția în deschiderea Sesiunii Naționale de Comunicări Științifice pentru studenții din domeniul Științelor Educației University of Crete at Rethymno: Invited Keynote and Lecture: Critical Issues in Special Education and Teacher Education: July 7, 2016 to July 15, 2016

• Bucharest, Romania: Building Early Childhood Public-Private Sector Partnership: Invited Keynote With Ministry of Education, UNICEF,ISSA , OSF-ECP, and Ready Nation May 16 to May 22, 2016 • • Bucharest: Romania: Early Childhood Education: Best Practices... Invited Keynote and Lectures (May 16 to May 24 2015) • • Buenos Aires, Argentina: July 6 to July 20, 2015 : Special Education Without Borders: Astor Fellowship: lead group of NYC teachers.

A. Porto Alegree, Brazil H. Senegal, Africa Summer Study Abroad Program New York University Dean’s Scholars (2001) Teacher Education and Special Education ( 2008)

B. Porto Alegree, Brazil I. University of Athens, Greece Summer Study Abroad Program Teacher Education and Classroom instruction Culture, Literacy and Education Invited Lectures (May 1999) (2007)

C. University of Hanoi, Vietnam J. Senegal, Africa Special Education and Teacher Education New York University Dean’s Scholars ( 1999) Fulbright Senior specialist (2005)

D. Senegal, Africa K. St. Petersburg Travel Research Colloquium (2005 Children’s Resource International Series of lectures to Higher Education Faculty (from 12 Eastern European Countries) (1997)

E. York, England L. Budapest Summer NYU Program (2002) Children’s Resource International Series of lectures to Higher Education Faculty (from 13 Eastern European Countries) ( 1996)

F. Oxford, England M Puerto Rico Summer NYU Program (2001) . Education of Exceptional Children Severely Retarted Person Profoundly Handicapped Summer 1982 & 1983

G. University of Athens, Greece N. Singapore Special Education in General Education Eight week workshop for the Singapore Association Classroom (2001) For Retarded Children Special Education Program Development & Implementation ( 1978)

Singapore (1981): Workshop and Keynote at international Conference

TEACHING ACADEMIC COURSES : all courses on CLASSES :

• Integration Seminar with Special Education II (SPCED.2508.1) • Principle Practice for Teaching Student with Severe & Multiple Disabilities (SPCED.1010.3) • Fundamental Curriculum for Diverse Learners (SPCED. 2051.1) • Fundamental Curriculum for Diverse Learners (SPCED.2051. ) • Foundations of Special Education (SPCED.0083.1) • Ind. Disability in School/Community (SPCED.2124.065) • Integration Seminar with Special Education II (SPCED.2508.1) • Integration Seminar with Special Education II (SPCED.2507.1) • Integration Seminar Problems in Early Child/Spec. Ed. (SPCED.2512.065) • Dean's Research Travel Colloquium: Senegal, West Africa (SPCED.0003.2) • Undergraduate Honors

Major University & Department Activity 2012- 2015

1. Elected University Senator (2012 to 2015) Committees: Judicial Global Network Public Affairs

2. Elected University Senator ( Alternate : 2015 to 2018) Committees: Public Affairs 3. Appointed University Faculty Committee on Enhance Technology 4. Department: Search Committee for Special Education Faculty Evaluation Committee 5. NYU Inter-Collegiate Athletics Advisory Committee 6. Department Search Committee 7. Department Faculty Support and Evaluation Committee 8. Right Size Committee 9. Elected Steinhardt Grievance Committee (2016 to 2018)

AWARDS:

• Fulbright Senior Specialist: Vietnam, Hanoi: April 2006 • 2007 Distinguished Teaching Award: New York University: Steinhardt School of Culture, Education and Human Development • Appointed global expert to Education Board of The Flow Foundation. (http://www.flowfoundation.org) • Named one of the 50 Most Influential Professors in Education |Masters in Education.org :2011 • Steinhardt Teaching Excellence Award 20 • Astor Fellowship to Buenos Aires: Special Education Beyond Borders July 2016 • Nominated University Distinguished Teaching (2012 and 2015)

REPRESENTATIVE PUBLICATIONS/PUBLISHED INTERVIEWS:

1) Four Ways Schools Fail Special Education Students: Mark Alter, Marc Gottlieb, Jay Gottlieb Education Week Commentary February 23, 2018

2) National Association of Special Education Teachers: IEP Component Aug 22, 2018 - Once a child's needs are identified, the IEP team works to develop .... Ph.D., Mark Alter, Ph.D., and Marc A. Gottlieb, Esq. Why, forty years after passage of the

2) Think Critically and Act Collaboratively : Mark Alter, Phd & Joan Rosenberg, EdD: Chapter in book edited by Fernando Naiditch wpublished by Rowman & Littlefield (The focus of the book is on critical thinking and how it is reflected/practiced/developed in teaching and learning. The different chapters of the book will talk about how teachers can develop lessons and curriculum that foster critical thinking,that engage students in analyzing and understanding content critically, and that reflect critical pedagogical practices. (22 pages) March 2017

3) Placement in the Least Restrictive Environment: Nov. 2016 National Association of Special Education Teachers: Jay Gottlieb, Ph.D & Marc A. Gottlieb, Esq.

4) Cloak of Competence in Education Update http://www.educationupdate.com/archives/2015/NOV/Assets/EdUp_NovDec15.pdf- Mark Alter

5) Should Courts 'Fix' Special Education! -educationupdate.com/.../2014/.../should-courts-fix- special-education.htm...May 19, 2014 - Mark Alter, PhD, Joan Rosenberg EdD and Neal Rosenberg Esq.

6) Teacher Education: “Who's on First?” - Education Update www.educationupdate.com/archives/2014/.../edit-teacher_education.html Jan 15, 2014 - Mark Alter discusses the importance of teacher education and informs us to be cautious in finding an education school for teachers.

7) NYC Misses Chance to Fix Special Education (pg. 12) | Mark Alter ...www.academia.edu/. NYC Misses Chance to Fix Special. Academia.edu Award Award Winner Winner Volume XVIII, No. 5 • New York City • MAY/JUN 2013 www.EducationUpdate.com.

8) Sisyphus & the Problems in Special Education | Mark Alter ... academia.edu Sisyphus and the Problems in Special Education education update – Sisyphus & the problems in special education Nov 19, 2010 - by Mark Alter, Ph.D. & Jay Gottlieb, Ph.D.

9) A Perspective on Yet Another Reform for Special Education in New York City Schools: Alter, Mark & Gottlieb, Jay : The Thirteenth Labor of Hercules Nov 8, 2012 – Volume XVIII, No. 2 www.educationupdate.com/archives/2012/.../EdUp_NovDec12.pdf

10) Education at the Crossroads: Burning Questions That Just Won't Go Away: Mark Alter & Fernando Naiditch. Volume 3, Issue 2 Summer 2012 - Academy for Educational Studies education.missouristate.edu › ... › Volume 3, Issue 2 Summer 2012Teacher

11) Sheldon O. Watts, PhD, Domingo J. Piñero, PhD, MS, Mark M. Alter, PhD, MS Kristie J. Lancaster, PhD, MS, RD An Assessment of Nutrition Education in Selected Counties in New York State Elementary Schools (Kindergarten through Fifth Grade): www.jneb.org/article/S1499- 4046(12)00043-7/abstract

12) Entrepreneurship, Innovation and Education: The Challenges for ...www.scribd.com › Research › Business & Economics Sep 10, 2012 - Mark Alter, Professor of Educational Psychology, New York University (USA). Entrepreneurship, Innovation and Education. 5 |. Education struggles to deliver on.

13) NYC Department of Education revises discipline policies nyunews.com/index.php/2012/09/10/rules. Sept. 11, 2012 - However, Steinhardt professor of Educational Psychology Mark Alter said he is unsure if public schools have enough ... Email him at [email protected]

14) Alter, M & Pradl, G . Where’s the Red Queen?: Ending Three-Card Monte in Teacher Education Week May 18, 2011 Vol. 30, Issue 31, Pages 27,32

15) Alter, M and Gottlieb, J ;Sisyphus & the Problems in Special Education: Education Update: Volume XVI, No. 2 • New York City • NOVEMBER/DECEMBER 2010

16) Effective Education for Employment: US Interview Series Sponsored by Edexcel and prepared by White Loop Henry Playfoot Managing Director, White Loop Oct 2009

17) Alter, M. Pradl,G, and Tobias,R. Educational Leadership Institute for the Council of Supervisors and Administrators: Evaluation of Two Projects for Assistant Principals Nov 2009

18) Alter, M. Pradl,G, and Tobias,R. Educational Leadership Institute for the Council of Supervisors and Administrators: Evaluation of Two Projects for Assistant Principals Nov 2009

19) Alter, M. Pradl,G, and Tobias,R. Educational Leadership Institute for the Council of Supervisors and Administrators: Evaluation of Two Projects for Assistant Principals Nov 2009

20) Alter,M, Pradl, G.Teacher Education’s ‘Black Hole’ How, Exactly, Are Teachers Best Prepared? Education Week, Vol. 25, No. 41, June 21, 2006.

21) Alter,M, Pradl, G. and Tobias, R, Gottlieb,J Administrators: Evaluation of Two Projects for Educational Leadership Institute for the Council of Supervisors Assistant Principals. Hecht, J., (August, 31, 2006).

22) Gottlieb,J., Alter, M., A Perspective on Improving Special Education in New York City Schools. Paper requested by City Council of the City Of New York for the Campaign from Fiscal Equity: Feb. 10, 2005.

23) Gottlieb, J, Alter, M., Evaluation of the Over-representation of minority students in special education in the Palm Beach County Schools. An evaluation conducted for: Children’s Services Council Palm Beach County, Florida. August 31, 2001.

24) Alter, M. Forward, page vii in Inquiries into Teaching, Sobelman, M., Krasnow, M.H. Kendall Hunt Publishing Company: Dubuque, Iowa, 2001.

25) Alter, M. Forward, page I in Weaving a Richly Textured Course: The Changing Tapestry for Inquiries into Teaching and Learning, Sobelman, M., New York University, New York, 1999.

26) Alter,M, Forward, page iii in Weaving a Richly Textured Course: Developing Inquiries into Teachings and Learning, Sobelman, M., New York University, New York, 1996.

27) Gottlieb, J., Alter, M., & Gottlieb, B.W. General Education Placement for Special Education Students in Urban Schools, in Inclusion: Integration of Students with Disabilities, Coutiho, M. J., & Repp, A. C. (Eds.) Wadsworth Publishing Company: Belmont, California, 1999.

28) Gottlieb, J. & Alter, M. Evaluation Study of the Impact of Modifying Instructional Group Sizes in Resource Rooms and Related Services Groups in New York City. New York State Education Department, March,1997. (Eric Document Number ED 414-373).

29) Fruchter, N., Berne, R., Marcus, A., Alter, M. & Gottlieb, J., Focus on Learning. A Report on Reorganizing General and Special Education in New York City. Institute for Education and Social Policy. October, 1995.

30) Gottlieb, J. & Alter, M., An Analysis of Referrals, Placement, and Progress of Children with Disabilities who Attend New York City Public Schools. (Report to the New York State Education Department of Overrepresentation of Children of Color Referred to Special Education), Final Report, November 11, 1994. (Eric Document Number ED 414-372).

31) Gottlieb, J., Alter, M., Gottlieb, B., & Wishner, J., Special Education in Urban America: It's Not Justifiable for Many. The Journal of Special Education. Vol. 27, No. 4, 1994, pp. 453-465.

32) Alter, M. (Ed.) Final Report to the New York State Department of Education: Recertification of Elementary and Secondary Programs, 1993.

33) Gottlieb, J., Alter, M., Gottlieb, B., Mainstreaming Academically Handicapped Children in Urban Schools. J. W. Lloyd, A. C. Repp, & N. Singh, (Eds.) Perspectives of Integration of Atypical Learners in Regular Education Settings. Sycamore Books: Sycamore, IL, 1991.

34) Gottlieb, J., Alter, M., Yoshida, R.K., Final Report of the Consulting Teacher Program. Report submitted to New York State Department of Education, Office for Children with Handicapping Conditions. August, 1990.

35) Alter, M., & Gottlieb, J., Social Skills Curriculum for Mentally Retarded Children. J. Gottlieb (Ed.) Advanced in Special Education (Vol.6), Greenwich, CT: JAI Press, 1987.

36) Alter, M., & Gottlieb, B., & Gottlieb, J. Dimensions of Educability of the Severely and Profoundly Mentally Retarded. In P.J. Lazarus & S.S. Strichart (Eds.) Psychoeducational Evaluation of School-Aged Children with Low-incidence Handicaps. New York, NY: Grune & Stratton, 1986.

37) Alter, M., & Goldstein, M. A Practical Framework for the Systematic Application of Procedures, Planning and Implementation of the Individualized Education Program. Teaching Exceptional Children, Spring 1986.

38) Alter, M. Project Mainstream: Evaluation Report New York City Board of Education, Office of Educational Assessment, 1985.

39) Gottlieb, J. & Alter, M. Social Skills Research Integration Final Report, U.S. Department of Education, Research in Education of the Handicapped. #02-G008101129, 1985.

40) Alter, M. Evaluation Report of the New York City Health Education Paraprofessional Program. New York City Board of Education, Office of Educational Assessment, 1984.

41) Gottlieb, J., & Alter, M Mainstreaming the Retarded Child J. Matson & J.A. Mulick (Eds.) Comprehensive Handbook on Mental Retardation. New York NY: Pergammon Press, 1984.

42) Gottlieb J., & Alter, M . Instructing Academically Handicapped Learners. Chapter in E. Meyen (Ed.) Educating Mildly Handicapped Students. Monograph Series Council on Exceptional Children, 1984.

43) Alter, M., Goldstein, H. & Molnar, G. A Transdisciplinary Educational Gross Motor Program: The Social Learning Curriculum. Chapter in J. Hogg (Ed.) Advances in Mental Handicap Research, Vol. 2, NY: Wiley Books,1983.

44) Alter, M. Evaluation Parameters for Special Education Instructional System: The Six-S Paradigm. 1982 Proceedings of Selected Research Paper Presentations of the Research and theory Division at the Annual Convention of the Association for Educational Communications and Technology, 1983.

45) Alter, M. Curriculum as a Vehicle for Change in a Trans-Disciplinary Educational Program. Chapter in J. Levy & P. Levy, et al (Eds.): From the 60's into the 80's: An International Assessment of Attitudes and Services for the Developmentally Disabled. New York: Young Adult Institute, 1982.

46) Goldstein, H., & Alter M. Social Learning Curriculum. Melton-Peninsula, Inc., MacMillan Press, Ltd. The Perceptual-Motor Play Program: Map-a-Response Pattern; Fine and Gross Motor Exploratory Play; Social Play. The Gross Motor Program: "Head's up"; “Sit About"; "Move Around", 1980.

47) Alter, M., & Miller, M.B. Rudiments of Social Competence in Children with Down's Syndrome: Exploration and Social Discrimination. Paper presented at ISMRRD, Jerusalem, Israel, August, 1979.

48) Miller, M.N., Scambio, E., Hurwitz, B., and Alter, M., et al. Public Acceptance of Community- Based Residential and Training Facilities for Retarded Persons: A Gallup-styles study. Paper presented at meeting of New York State Chapter, American Association on Mental Deficiency, Kiamisha, NY, 1974.

49) Alter, M., & Reiss, P. The Development of a Curriculum for Severely Retarded Children: A Working Paper. Curriculum Research and Development Center in Mental Retardation, Yeshiva University, 1973. 50) Bepko, R., Reiss, P., & Alter, M., et. al. Developmental Problems of the Moderately Mentally Retarded. Curriculum Research and Development Center in Mental Retardation, Yeshiva University, 1973.

FUNDED GRANTS/PROJECTS:

o Excellence in Education and Learning within the Rusk Pediatric Rehabilitation Model: Major Support for Model from Katherine Lilly Conroy : Project Consultant to Kate Parkin Sr. Director of Rehabilitation Therapy Services at NYU Langone Medical Center, Rusk Institute : 2012 to present

o Project Coordinator: Opportunity Charter School - An Inquiry into Teacher Perceptions of Teaching/Learning Conditions at The Opportunity Charter School Oct. 11, 2011 (Gordon Pradl and Robert Tobias) o Applying Mechatronics To Promote Science (AMPS) NSF AWARD NUMBER: DGE- 0741714 Polytechnic Institute of New York University: Evaluation Consultant: Evaluation Director, Robert Tobias: 2009-2012. o NYC Partnership for Teacher Education: NYU/CUNY/DOE: Four Year Project – Project Coordinating Committee and Coordinator of NYU Research Committee Jan. 2006- 2010. (15,000,000) Project Funded by Petrie Foundation-Principal Investigator: Joe McDonald. o Co-Principal Investigator (w/Frances Rust) Partnership for Teacher Excellence– Assessment of Learning and Instruction For the Classroom Nov. 2006 - August 2007 ($!5,000). o Co-Principal Investigator (w/Jane Ashdown): New Educator Support Team (approx. $990,000) AOL/Time Warner Foundation September 2002 – August 2004. o Co-Principal Investigator (w/Thomas James): Wallerstein Project for Environmental Education (approx. $350,00) September 2000-September 2003. o Co-Principal Investigator (w/Jay Gottlieb): West Palm Beach Research Project a project to investigate placement of minority children in special education ($25,000) March 2001- August 2001 Co-Principal Investigator (w/Ann Marcus): Goldman Sachs Project ($1,000,000) January 2001 – June 2003. o Co-Principal Investigator (w/Ann Marcus): Starr Foundation Project (approx. 550,000) : Teacher Retention September 2000 – August 2001. o Co-Principal Investigator (w/Jay Gottlieb): Least Restrictive Environment Initiative. New York City Board of Education, Community School District 2, ($49,700) September, o 1999 – June, 2000. o Principal Investigator Quality Improvement Center for Disabilities. Head Start-Region II, U.S. Department of Health and Human Services, ($2,700,000) September 1997 – August 2002. o Co-Principal Investigator (w/Jay Gottlieb & Irwin Rosenthal): Newark Inclusive Project, Newark Board of Education, ($200,000) Spring 1998 & Spring 1999. o Co-Principal Investigator & Co-Director (w/Jay Gottlieb): Evaluation Study of the Impact of Modifying Instructional Group Sizes in Resource Rooms and Related Services Groups in New York City. New York State Education Department, ($74,000) 1996-1997. o Co-Principal Investigator/Co-Director (w/Irwin Rosenthal): Special Education Learning Consultant Program. Focus on preparing professionals to work with students who are Seriously Emotionally Disturbed. USDE Grant # HO29N30013, ($363,000) 1994-1998. o Co-Principal Investigator/Co-Director (w/Jay Gottlieb): An Evaluation Study of the Overrepresentation of Students of Color Referred for Special Education. New York State Dept. of Educ. ($69,000) Sept. 1993 – Feb. 1994. o Principal Investigator and Director - Project F.U.S.E. (Field University School Experience.) NYU Curriculum Challenge Fund Grant ($7,000) 1993. o Principal Investigator and Director: Institute on Social Issues in General and Special Education. NYU Curriculum Challenge Fund Grant, ($16,000) 1990. o Principal Investigator and Director: Institute to Train Special Education Secondary Educators. NYU Curriculum Challenge Fund Grant, ($15,000) 1988. o Principal Investigator and Director: Institute on Programming in the Community for Severely/Profoundly Handicapped Adults. New York University, Curriculum Challenge Fund Grant, ($4,987) 1985. o Co-Principal Investigator and Co-Director (w/Lisa Fleisher): Training of Special Education Learning Consultants in a 6th year Certificate Program. U.S. Department of Education, Div. Personnel Preparation, ($216,000) 1988-1991. o Co-Principal Investigator and Co-Director - (w/Jay Gottlieb): Training of Doctoral Students to be Instructional Planners or Applied Classroom Researchers. U.S. Department of Education, Division of Personnel Preparation, ($324,000) 1983-1986. o Principal Investigator and Director, (w/Lisa Fleisher): Summer Institute on Programming in Community Residences for Severely/Profoundly Handicapped Persons. NYU Curriculum Challenge Fund, ($4,876) 1983. o Co-Principal Investigator and Co-Director, (w/Jay Gottlieb): Two Training Programs: (1) Special Education Support Consultant. U.S. Department of Education, Division of Personnel Preparation, ($176,000) 1982-1985. o Co-Principal Investigator, (w/Jay Gottlieb): Social Skills Training and Research Integration in Special Education. U.S. Department of Education, Research in Education of the Handicapped, ($20,000) 1982-1983. o Co-Director, (PI- Martin B. Miller): Develop a Transdisciplinary Individualized Developmental Education Program U.S. Dept. Education, Handicapped Children's Model Demonstration Program for Severely Handicapped Children & Youth, ($300,000) 1979 - 1982.

REPRESENTATIVE PROFESSIONAL ACTIVITIES:

I have participated in over 250 presentations and workshops. I have been interviewed on radio and appeared on television. I have been an expert witness, advocated for parent rights and participated in policy meetings with legislators, educators and politicians regarding teacher education and special education. The following are examples of the agencies and topics:

Representative you tube Presentations:

Prof. Mark Alter la Știrile PRO TV: Ceea ce ajungi, ca fiinţă umană, se ... https://www.stepbystep.ro/.../prof-mark-alter-la-stirile-pro-tv-ceea-c... Translate this page May 21, 2019 - Mark Alter la Știrile PRO TV: Ceea ce ajungi, ca fiinţă umană, se creează de la naştere. Primele 1.000 de zile de viaţă, creierul are capacitatea de a crea 100 de ...

Updown: Cea mai profitabilă investiție - Forbes.ro https://www.forbes.ro/.../updown-cea-mai-profitabila-investitie-122... Translate this page

Jun 29, 2018 - În ultimii zece ani, România a înregistrat progrese semnificative în domeniul ... Pe de altă parte, profesorul universitar Mark Alter a spus că în ciuda unor ... Translate this page Jan 15, 2019 - ... Conferinta profesorului Mark Alter de la Ney York University, pe tema Critical ... si Dezvoltare Profesionala Step by Step, Romania (director executiv Carmen ...

A Conversation on Education with Professor Mark Alter YouTube In response to the glaring lack of media coverage on education, we present a nourishing hour with Mark Alter of NYU. Mark is an intelligent, caring, ...February 2018

Inclusion Symposium Biographies | INCLUDEnyc - love, equity & access www.includenyc.org/content/inclusion-symposium-biographies Mark Alter is a Professor of Educational Psychology at NYU and was the founding Chair of the Dept of Teaching & Learning, a position he held for 14 years.

Centrul Step by Step pentru Educatie si Dezvoltare Profesionala ... https://www.facebook.com › Places › Bucharest, Romania Centrul Step by Step pentru Educatie si Dezvoltare Profesionala, Bucharest, Romania. 1469 likes ... Chiar acum, profesorul Mark Alter de la New York University vorbeste despre importanta educatia timpurii in cadrul conferintei "Parteneriatul public-privat pentru educatia timpurie, o sansa pentru competitivitatea Romaniei".

International Days of Education at the Faculty of Psychology and ... www.fulbright.ro › Educational Advising Center › News - Translate this page The Fulbright Educational Advising Center/FEAC is an intrinsic part of the Romanian-U.S. Fulbright Commission and the global EducationUSA network. ... Several highly regarded specialists took part in the meetings, among whom Mark Alter, Dinah Heller and Amy Alter (New York University), Peter Moeller Petersen (VIA ...

PhD Mark Alter Rethimno Crete July 2016 - YouTube ▶ 1:14:44 https://www.youtube.com/watch?v=gPJ4OCJxWfE Jul 21, 2016 - Uploaded by Vardavas Emmanouil PhD Mark Alter Rethimno Crete July 2016

Mark Alter, PhD, '69 -- Reflection of Unity College Starting from Day ... ▶ 15:04 https://www.youtube.com/watch?v=MVEJuvYEjNY Aug 21, 2015 - Uploaded by Unity College Mark Alter, PhD, '69 gives a speech at the 50th Year Celebration of Unity College on July 25, 2015.

May 2009 Response to Intervention (RtI) and Disproportionality Equity ... ▶ 2:06:42 https://www.youtube.com/watch?v=b5msxj4YPaU

Mark Alter, PhD, '69 -- Reflection of Unity College Starting from Day ... ▶ 15:04 https://www.youtube.com/watch?v=MVEJuvYEjNY Aug 21, 2015 - Uploaded by Unity College Mark Alter, PhD, '69 gives a speech at the 50th Year Celebration of Unity College on July 25, 2015.

• Executive Leadership Institute: Council of Supervisors and Administrators: Project Director: Evaluation of two programs to prepare Aspiring Principals and Newly Assigned Principals: 2006 and 2007 • Fulbright Senior Specialists Program Education 1B Peer Review Committee; Council for International Exchange of Scholars: 2006-2008. • Expert Witness in Special Education: Attica New York School System 2007- present • Expert Witness in Special Education: Citizens For Yonkers and Board of Education of Yonkers vs. NYS Department of Education Spring 2006. • Peekskill School System: Team Evaluation of the Superintendents Comprehensive Improvement Plan Fall 2005- Spring 2006 • NYC Department of Education District 75: (1) Provide Technical assistance to Positive Behavioral Support Coaches. (2) Data Management for Life Crisis Intervention project (3) Design evaluation process to study related service. • Rodeph Sholom: (1) In-service program : topic: Differentiated Instruction (2) Evaluation of instructional program in grades K-2 • Memphis JCC: Professional Development Workshops: Early Child Program – Fall 2003-present • Chair, External Site Evaluation College of Education University of Oregon Spring 2003 • American Federation of Teachers: Invited discussion regarding NCLB & IDEA reauthorization- 2004 • Nick News Radio Interview : Subject: Homework (2001) • NPR (National Public Radio) Alternative Teacher Certification (2000) • CBS/ABC Cable TV Learning Disabilities (1999) • Issues in Studying Montessori Programs New York Montessori Consortium (April 2001) • Designing a Research Model for Studying Montessori Programs Chicago Conference (February 2001) • Montessori Programs: Issues in Research and Evaluation Ohio (October 2000) • Special Education Campaign for Fiscal Equity v. the State of New York. Expert Witness. (1999- present). • Vaughn G., et. al. v. New Board, et. al. Consultant (w/ Jay Gottlieb) to Special Master Grace M. Lopes, U.S. District Court for the District of Maryland.. (Spring 1999). • Can There Be (Or Should There Be) General Education Without (With) Special Education NYU Principals’ Institute, (July 17, 1997). • Shaping the Future of Services and Supports for Individuals with Disabilities United Cerebral Palsy of New York City’s Family Conference, Panel Participant (April 26, 1997). • Special Education in New York City: Where Are We and Where Do We Go From Here? The Association of the Bar of the City of New York, Panel Moderator. (December 5, 1996). • What’s Special About Special Education? Dean’s Day, School of Education, New York University. (October 5, 1996). • Meeting the Challenge: The Disabilities Coordinator as a Change Agent. Head Start Resource Access Project, Region-Wide Disabilities Coordinator’s Conference. (September 30, 1996). • Classroom as The Center of Education. Kiryas Joel School District. (September 3, 1996). • Programming Issues for Title VII and Special Education. Kiryas Joel School District. (June 24, 1996). • Changing Public Policy: Impact at the Local Level Head Start Technical Assistance Support Center Conference Panel Moderator March 14, 1996, Newark, NJ. • Strategic Planning Project: Evaluate A Special Education Program and Recommend Plans for the Future. New York Institute for Special Education. 1993-Present. • Project to Plan the Process to Restructure the Delivery of Special Education Services to Students in General and Special Education. Educational Consultant to Executive Director of Special Education, New York City Board of Education, 1994-1995. • Consultant on Special Education Projects, Office of Educational Evaluation, Board of Education of the City of New York, , 1983- present. • Reorganizing Special Education in New York City: What Role for the School Psychologist? Yeshiva University, The School Psychology Program: October 1995. • Panel Member--Mass Culture and Multiculturalism in the Schools Multinational Summer Institute, New York University, July 31, 1995. • Workshop for Education Evaluators, Psychologists and School Staff Regarding Mainstreaming and Instruction Programming Early Childhood Institute for Clinicians and Diagnosticians Resource Exchange. Bronx Regional Special Education Office, Title VII Projects, Summers 1987-1993. • Educational Consultant to Superintendents of New York State’s 4201 Schools. August 15 and 16, 1994. • Designing a Plan and Staff Development for the Consultant Teacher Program. New York City Board of Education, Community School District 4. 1992-1993. • Develop a Transition Program for Learning Disabled Students at the Secondary Level. Mamaroneck Board of Education: 1987-1993. • Research Consultant to Project on Vocational and Educational Needs of New York State Substance Abusers. 1991. • Workshop for Clinical Teams Topic: From Theory to Instruction; Selection of Instructional Objectives. Jersey City Board of Education March, 1991. • Task Force on Defining the Role of Parent in an Early Childhood Program United Cerebral Palsy, Orange County 1984-1990. • Project to Develop a Program Based Assessment Tool and System for Instructional Implementation for Severely/Profoundly Handicapped Students Association for the Help of Retarded Children. 1981-1990. • Workshop for Principals. Topic: New York State Teacher Consultation Service. New Rochelle School District: October, 1990. • Focus on Professional Growth: Consultant Teacher and Future Special Education Issues. Educators’ Network November 18, 1989. • Workshop for Educators. Topic: The New York State Teacher Consultation Service. New York City Board of Education, Community School District 7 May 4 & 5, 1989. • Series of State-Wide Presentations on the Collaborative Consultation Process. 1988-1989. New York State Education Department, Division of Program Development. • Series of Workshops Presented to Caseworkers and Supervisors. Topic: Mental Retardation. Child Abuse and Disabled Children Program, The Lexington Center, Inc. 1988-1989. • Design a programming system that enables teachers to individualize instruction with respect to a student’s coping strategies, Development Infant Programs in Homes and Hospitals, Lehman College, City University of New York (with Drs. Shirley Zeitlin and Freda Spivack) -- 1983-1988. • Video Tape Interview Topic: Mental Retardation. State University at Binghamton. 1986. • Generated questions for the National Teacher’s Exam in Mental Retardation. Educational Testing Service, Princeton, New Jersey. January, 1986. • SETRC Teacher Trainers In-service: Workshop on Instructional Programming, New York City Board of Education, Office of Program Development. January 17, 1986. • Early Childhood Parent Training: What a Parent Needs to Know about Instructional Programs Association for the Help of Retarded Children:, January 8 1986. • Instructional Supervisor Training: Keynote Address and Workshop on Curriculum Adaptation, New York City Board of Education, Office of Program Development. December 26, 1985. • Curriculum Modification and/or Adaptation for Special Education. New York City Board of Education, June 11, 1985. • Relationship Between Paraprofessionals and Teachers. New York City Board of Education, April 10, 1985. • Summer Program for Severely Handicapped Children and Youth Hebrew Academy for Special Children, 1985). • Keynote Address: Seventh Asian Conference on Special Education, 1984

PROFESSIONAL MEMBERSHIPS:

Member, The Association for Persons with Severe Handicaps (TASH) Member, National Society for the Study of Education Member, American Association of Mental Retardation Member, Association for Supervision and Curriculum Development (ACSD) Member, Association of Teacher Educators Member, American Educational Research Association Member, The Council for Exceptional Children

PROFESSIONAL AFFILIATIONS:

Educational Board: National Down Syndrome Association, 2009 Resources For Children; Education Board, 2009 Board of Advisors; George Jackson Middle School New York City, Fall 2003 External Journal Review: Equity and Excellence in Education, Spring 2003 External Journal Review: Teachers College Record, Fall 2003 Advisory Board: Center For Emotional and Social Development, 2000 - present Advisory Board, Professional Development Laboratory, 1992 - present Editorial Board, Journal of Educational & Psychological Consultation, 1990 - present Advisory Board, IMPACT II, The Teachers Network, 1997 - present Governance Committee, New York Settlement School, New Visions for Public Education, 1995 - 1999 Professor-in-Residence: NYU School of Education Deans Scholars, 1991 Chair of Advisory Board, Summerbridge, 1993 - 1999 Faculty Advisory Committee NYU, Institute for Education & Social Policy, 1993 - present Advisory Member New York City Board of Education/NYU Transition Program for Severely Handicapped Students, 1993 - present Support Employment Project Rehabilitation Services Administration, 1987 Mainstreaming Oversight Committee New York City Board of Education, 1987 Committee to Decentralize Special Education New York City Board of Education, 1987 Board Member, United Cerebral Palsy, Queens, 1985 Board Member, Association for Children with Down's Syndrome, 1984 - present Board Member, United Cerebral Palsy of Orange County, 1984-1985 Project for Training Related Services Personnel Therapeutic Recreation/Child Life Services (USDE) Personnel Preparation Grant, 1984 National Advisory Board WNET/Channel 13, 1980 - 1982 Model Demonstration Program for Autistic Children Project P.E.A.C.H. USDE, 1981-1983 Advisory Board Resources For Children, Sept 2009 - present Advisory Board National Down Syndrome Society, Sept 2008 - present

REVIEWER FOR: eCorwin Press (2000) Guilford Press (1999) Montclair State University, Department of Early Childhood, Elementary, and Literacy Education (2007) Teachers College Press (1997 – present) Teachers College Record (1997)

EXPERT WITNESS/CONSULT:

• Campaign For Fiscal Equity • Opportunity Charter School • Attic School District • Greece School District • Baltimore Schools • Silverstein & Stern • Yonkers Schools

EXHIBIT 2

12/14/2020 Robert Balfanz, PhD | JHU School of Education

Robert Balfanz, PhD Professor

Keywords: Early-warning systems; high school dropouts; instructional interventions in high-poverty schools; secondary school reform

O:(410) 516-4272

Robert Balfanz, PhD, is a research professor at the Center for the Social Organization of Schools at Johns Hopkins University School of Education, where he is the director of the Everyone Graduates Center. He co-founded of Diplomas Now, an evidence based school transformation model for high needs middle and high schools that combined whole school reform with enhanced student supports guided by an early warning system, and winner of a federal Investing in Innovation (I3) validation grant which was implemented in forty schools across twelve school districts. He has published widely on secondary school reform, high school dropouts, early warning systems, chronic absenteeism, school climate, and

https://education.jhu.edu/directory/robert-balfanz-phd/ 1/2 12/14/2020 Robert Balfanz, PhD | JHU School of Education instructional interventions in high-poverty schools. He focuses on translating research findings into effective school interventions. He is also a frequent speaker on dropout prevention and early warning indicators and has consulted with numerous state education associations through partnerships with the National Governors Association and Jobs for the Future. Dr. Balfanz is the first recipient of the Alliance For Excellent Education’s Everyone a Graduate Award and the National Forum’s to Accelerate Middle Grade Reform Joan Lipsitzs Lifetime Achievement Award. In 2013 he was named a Champion for Change for African American Education by the White House. He holds a B.A. in history from Johns Hopkins University and a PhD in education from the University of Chicago.

EDUCATION

Ph D, University of Chicago . Major: Education Dissertation Title: Mass Schooling and Manufacturing Productivity

BA, Johns Hopkins University Major: History

https://education.jhu.edu/directory/robert-balfanz-phd/ 2/2

1. ACADEMIC POSITIONS 2012 – Present, Professor, Center for Social Organization of Schools, School of Education, Johns Hopkins University 2008 – 2011, Principal Research Scientist, Center for Social Organization of Schools, Johns Hopkins University 2002 – 2007, Research Scientist, Center for Social Organization of Schools, Johns Hopkins University 1996 – 2002, Associate Research Scientist, Center for Social Organization of Schools, Johns Hopkins University 1991 – 1996 Senior Author/Developer, University of Chicago School, Mathematics Project-Elementary Component

2. OTHER ACADEMIC, GOVERNMENT, MILITARY, AND PROFESSIONAL POSITIONS Academic 2008 – present Director, Everyone Graduates Center, Center for Social Organization of Schools, Johns Hopkins University 2008 – 2017 Co-Director, Talent Development Secondary, Center for Social Organization of Schools, Johns Hopkins University Government Co-Chair My Brothers Keeper Student Success Mentor Initiative, US Department of Education. (December 1, 2015 – January 1, 2017). Technical Advisor to Interagency Task Force to Reduce Chronic Absenteeism, Mayors Office City of New York. (February 2010 – December 2014).

3. AWARDS AND HONORS Non-Profit Fellow, Results for America. (February 2017-Present). Champion of Change for African American Education, White House. (February 2013). Bush Institute Education Fellow, George W. Bush Institute. (January 2013- Present). Joan Lipsitz Lifetime Achievement Award, National Forum to Accelerate Middle Grades Reform. (June 21, 2012). Every Child a Graduate Award-Alliance for Excellence in Education (2007).

4. TEACHING EXPERIENCE Johns Hopkins University ED 855.643, Turnaround Leadership in Schools and Educational Organizations, 4 courses.

ED 855.723, Education Policy Practicum, 2 courses. ED 855.730, Doctoral Directed Readings, 3 courses.

5. RESEARCH Books Balfanz, Robert, Fox, Joanna, Bridgeland, J and McNaught M (2009) Grad Nation Guidebook America’s Promise Alliance: Washington, DC. Legters, N., Balfanz, R., Jordan, W. T., McPartland, J. (2002)., Comprehensive reform for urban high schools: A talent development approach. New York, NY: Teachers College Press. Selected Book Chapters – First Author Balfanz, R., MacIver, D., Byrnes, V (2015). Chapter 1: The Implementation and Impact of Mathematics Reforms in High-Poverty. In Edward A. Silver and Patricia Ann Kenney (Eds.), More Lessons Learned from Research: Volume 2 (Vol. 2). NCTM. Balfanz, R., Legters, N. (2007). NCLB and Reforming the Nation’s Lowest-Performing High Schools: Help, Hindrance, or Unrealized Potential?. In G. Sunderman (Ed.), Holding NCLB Accountable: Achieving Accountability, Equity, and School Reform (pp. 191-207). Corwin Press. Balfanz, R., Legters, N. (2004). Locating the dropout crisis: What high schools produce the nation’s dropouts, where are they located, who attends them. In G. Orfield (Ed.), Dropouts in America: Confronting the Graduation Rate Crisis. Boston, MA: Harvard University Education Press. Balfanz R. (2004) What Recent Research Has to Say About What Early Childhood Mathematics Educators Need to Know in C. Greenes ed. Challenging Young Children Mathematically Golden Co: NCSM Monograph Series pp.4-14. Balfanz, R., MacIver D., and Ryan D. (2002) “Enabling ‘Algebra for all’ with a Facilitated Instructional Program: A Case Study of Talent Development Middle School” in V. Anfara (Ed) Handbook of Research in Middle Level Education, Volume 2. Greenwich CT: Information Age Publisher. Selected Journal Articles – First Author Balfanz, R. W. (2016). Missing School Matters. Phi Delta Kappan, 98(2). Balfanz, R. (2012). A Path Forward: Evidence-Based Approaches to Educational Policy and Practice. Journal of Applied Research on Children, 3(2), 5. http://digitalcommons.library.tmc.edu/childrenatrisk/vol3/iss2/1/. Balfanz, R (2009) The American High School in the Twenty-First Century: The Challenge of Becoming an Avenue of Advancement for All in J Kemple and C. Rouse Eds Future of Children High School Issue, Princeton, NJ. Balfanz, R., Herzog, L. & MacIver D. (2007) Preventing Student Disengagement and Keeping Middle Grade Students on the Graduation Path in Urban Middle- Grade Schools: Early Identification and Effective Interventions Educational

Psychologist 42(4) 1-13 Balfanz, R., Legters, N., West, T. C., Weber, L. M. (2007). Are NCLB’s easures, Incenties, and Improvement Strategies the Right Ones for the Nation’s Low-Performing High Schools?. American Education Research Journal, 44 n 3, 559-593. Selected Co-Authored Book Chapters and Journal Articles Legters, N., Balfanz, R. (2009). Do We Have What It Takes To Put All Students on the Graduation Path?. State Education Standard, 10 n 1, 4-9. Neild, R., Balfanz, R. & Herzog L. (2007) An Early Warning System Educational Leadership 65(2) 28-34. Neild, R. and Balfanz, R. (2006) An Extreme Degree of Difficulty: The Educational Demographics of Urban Neighborhood High Schools Journal for Education of Students Placed at Risk 11(2) 123-143. McPartland, J., Balfanz, R., Legters, N. (2006). Reforming the most troubled high schools: The talent development approach. In R. W. Smith (Ed.), Time for Change (pp. 73-89). Creskill, NY: Hampton Press. Other Selected Publications Balfanz, R. (2017)., How Boosting Education Research Could Revolutionize US Schooling. Stanford Social Innovation Review. Balfanz, R. et. al. (2016)., Closing the College Gap: A Roadmap to Postsecondary Readiness and Attainment. Center for Social Organization of Schools, Johns Hopkins. Balfanz, R. & V. Byrnes (2016)., Preventing Missed Opportunity-Data Section. Attendance Works. Ransom, J., Griffis, H., Eder, J., Byrnes, V., French, B., Balfanz, R., MacIver, D., (Support), T. J. H. U. (2015)., A Promise Worth Keeping: Advancing the High School Graduation Rate in Philadelphia (pp. 23). Philadelphia, PA: Project U-Turn. Balfanz, R et. al. (2014)., Building a Grad Nation: Progress and Challenges 2014. Balfanz, R. & V. Byrnes (2013)., Meeting the Challenge of Combating Chronic Absenteeism: Impact of NYC Mayor’s Interagency Task Force on Chronic Absenteeism and Its Implications for other Cities. Baltimore: Everyone Graduates Center. Balfanz, R. et. al (2013)., Building a Grad Nation 2013: Progress and Challenges in Ending the Dropout Crisis. Baltimore: Everyone Graduates Center. Balfanz, R. (2013)., Overcoming the Poverty Challenge to Enable College and Career Readiness for All: The Crucial Role of Student Supports. Baltimore: Everyone Graduates Center. Balfanz, R. (2012). Doing it All: Raising Graduation Rates and Standards. In Anne Hyslop (Ed.), Getting to 2014 (and Beyond): The Choices and Challenges Ahead (pp. 10-13). Washington DC: Education Sector. Balfanz, R. & V. Byrnes (2012)., The Importance of Being in School: A Report on Absenteeism in the Nation’s Public Schools (pp. 44). Baltimore and New York: Everyone Graduates Center and Get Schooled. Balfanz, R., Fox, J. H., Bridgeland, J., Bruce, M. (2012)., Building a Grad Nation 2012: Annual Report to the Nation (pp. 107). Baltimore and Washington DC: Everyone Graduates Center and Civic Enterprises. Balfanz, R. et, al, (2009) Graduating American:

Meeting the Challenge of Low Graduation Rate High Schools Everyone Graduates Center and Jobs for the Future.

6. SELECTED RECENT GRANTS AND SPONSORED RESEARCH Grants MacIver, D. (Co-Principal Investigator), Lofton, R. (Co-Principal Investigator), Balfanz, R. (Principal Investigator), “Arnold MBK Evaluation,” Sponsored by Laura And John Arnold Foundation, Foundation, $1,372,005.00. (December 6, 2016 – Present). Balfanz, R. (Principal Investigator), “Building a National Network to Develop and Spread Student Success Indicator and Response Systems,” Sponsored by Bill And Melinda Gates Foundation, Foundation, $1,994,006.00. (November 23, 2016 – Present). Balfanz, R. (Principal Investigator), “Support for Feeder School Students to Transition to Frankford H.S.,” Sponsored by William Penn Foundation, Foundation, $380,324.00. (August 15, 2017 – Present). MacIver, D. (Co-Principal Investigator), Balfanz, R. (Principal Investigator), “Extending the Evaluation of the Talent Development-Diplomas Now Model,” Federal, $2,792,695.00. (October 1, 2015 – Present). MacIver, D. (Co-Principal Investigator), Balfanz, R. (Principal Investigator), “Validating the Talent Development-Diplomas Now Secondary Schools Turnaround Model,” Sponsored by Us Dept Of Education, Federal, $32,792,695.00. (October 1, 2010 – Present). MacIver, D. (Co-Principal Investigator), Balfanz, R. (Principal Investigator), “Completing and Leveraging the Diplomas Now Randomized Field Trial,” Sponsored by Hrj Consulting, Ltd., Foreign Private Profit, $850,000.00. (July 1, 2015 – Present). Balfanz, R. (Principal Investigator), “Diplomas Now at Frankford High School (Philadelphia),” Sponsored by At And T Foundation, Foundation, $500,000.00. (June 30, 2016 – Present). Balfanz, R. (Principal Investigator), “Freshman Seminar Pilot Project in Detroit Public Schools,” Sponsored by United Way For Southeastern Michigan, Private Non-Profit, $167,842.00. (May 1, 2017 – Present). Balfanz, R. (Principal Investigator), “Consultancy on multi-year business plan,” Sponsored by Edna Mcconnell Clark Foundation, Foundation, $337,000.00. (January 11, 2017 – Present). Balfanz, R. (Principal Investigator), “STF Support Miami – United Way,” Sponsored by United Way Of Miami-Dade, Private Non-Profit, $182,000.00. (July 1, 2016 – Present).

Balfanz, R. (Principal Investigator), “Fannie Lou Hamer Middle School,” Sponsored by New York City Department Of Education, Local Government, $1,353,021.00. (May 15, 2015 – Present). Balfanz, R. (Principal Investigator), “Holcombe L. Rucker School of Community Research,” Sponsored by New York City Department Of Education, Local Government, $1,117,500.00. (May 15, 2015 – Present). Balfanz, R. (Principal Investigator), “Martin Van Buren HS,” Sponsored by New York City Department Of Education, Local Government, $2,737,500.00. (May 15, 2015 – Present). Balfanz, R. (Principal Investigator), “EMCF – TDS Youth Development Fund Award,” Sponsored by Edna Mcconnell Clark Foundation, Foundation, $4,000,000.00. (June 15, 2014 – Present). Balfanz, R. (Principal Investigator), “Talent Development Support during Randomized Control Trial,” Sponsored by Laura And John Arnold Foundation, Foundation, $3,693,484.00. (July 1, 2015 – Present). Balfanz, R. (Principal Investigator), “Listen for Good,” Sponsored by Fund For Shared Insight, Private Non-Profit, $60,000.00. (February 1, 2016 – Present). Balfanz, R. (Principal Investigator), “Core Support Grant – TDS,” Sponsored by Ford Foundation, Foundation, $500,000.00. (October 1, 2016 – Present). Balfanz, R. (Principal Investigator), “The Atlantic Philanthropies,” Sponsored by Atlantic Philanthropic Service, Foundation, $1,000,000.00. (January 1, 2014 – Present). Balfanz, R. (Principal Investigator), “Talent Development Support during Randomized Control Trial – Year 2,” Sponsored by Laura And John Arnold Foundation, Foundation, $1,193,484.00. (July 1, 2016 – Present). Balfanz, R. (Principal Investigator), “Tulsa FY17,” Sponsored by Growing Together, Private Non-Profit, $899,492.00. (July 1, 2016 – Present). Balfanz, R. (Principal Investigator), “School Success Mentor Initiative,” Sponsored by Charles Stewart Mott Foundation, Foundation, $500,000.00. (November 1, 2015 – Present). Balfanz, R. (Principal Investigator), “Analyzing Longitudinal data to Identify Post-Secondary Readiness and Completion Indicators and Benchmarks,” Sponsored by The Boston Foundation, Foundation, $37,500.00. (November 15, 2016 – Present). Balfanz, R. (Principal Investigator), “Planning Phase – MBK Student Success Mentor and Student Support Initiative,” Sponsored by Laura And John Arnold Foundation, Foundation, $150,000.00. (February 1, 2016 – Present). Balfanz, R. (Principal Investigator), “Gates Foundation,” Sponsored by Bill And Melinda Gates Foundation, Foundation, $275,000.00. (October 6, 2015 – Present).

Balfanz, R. (Principal Investigator), “Diplomas Now – Schusterman Match,” Sponsored by Schusterman Family Foundation, Foundation, $350,000.00. (June 30, 2015 – Present). Balfanz, R. (Principal Investigator), “Diplomas Now – Schusterman Match,” Sponsored by Schusterman Family Foundation, Foundation, $1,350,000.00. (July 1, 2014 – Present). Balfanz, R. (Principal Investigator), “DN – Miami and NYC,” Sponsored by The William R Kenan Jr Charitable Trust, Foundation, $1,500,000.00. (July 1, 2014 – Present). Balfanz, R. (Principal Investigator), “Wm Penn – Instructional Support for Four I3 Philadelphia Middle Schools,” Sponsored by William Penn Foundation, Foundation, $175,000.00. (July 1, 2014 – Present). Balfanz, R. (Principal Investigator), “CAP Tulsa, Kaiser Family Foundation,” Sponsored by Growing Together, Private Non-Profit, $3,042,041.00. (March 15, 2013 – Present). Balfanz, R. (Principal Investigator), “Develop & Implement a Communications Strategy for TDS,” Sponsored by Edna Mcconnell Clark Foundation, Foundation, $35,000.00. (July 1, 2015 – Present). Balfanz, R. (Principal Investigator), “Support for July 9-10, 2015 DNSI Training – Kaiser,” Sponsored by Kaiser Family Foundation, Foundation, $25,000.00. (February 25, 2015 – Present). MacIver, D. (Co-Principal Investigator), Balfanz, R. (Principal Investigator), “Scaling Up Diplomas Now – Bridge Funding,” Sponsored by Pepsico Foundation, Foundation, $1,000,000.00. (July 1, 2013 – Present). Balfanz, R. (Principal Investigator), “FY15 Operating Support for Talent Development Secondary,” Sponsored by Schusterman Family Foundation, Foundation, $500,000.00. (August 1, 2015 – Present). Balfanz, R. (Principal Investigator), “Gates Foundation,” Sponsored by Bill And Melinda Gates Foundation, Foundation, $487,071.00. (November 15, 2013 – Present). Balfanz, R. (Principal Investigator), “Talent Development Secondary – Ford Foundation,” Sponsored by Ford Foundation, Foundation, $100,000.00. (July 1, 2014 – Present). Balfanz, R. (Principal Investigator), “GSK Charitable Grant for Philadelphia,” Sponsored by Glaxosmithkline, Private Profit, $350,000.00. (March 1, 2012 – Present). Davis, M. (Co-Principal Investigator), Mac Iver, M. A. (Co-Principal Investigator), Balfanz, R. (Principal Investigator), “An Efficacy Study of Two Graduation Coach Strategies,” Sponsored by Institute Of Education Sciences, Federal, $2,753,788.00. (July 1, 2011 – Present).

MacIver, D. (Co-Principal Investigator), Balfanz, R. (Principal Investigator), “Diplomas Now: Completing and Extending a randomized Field Trial of a New Modle for High Poverty Secondary Schools,” Sponsored by Carnegie Corporation Of Ny, Foundation, $500,000.00. (July 1, 2014 – Present). Balfanz, R. (Principal Investigator), “PYN Unfulfilled Promises,” Sponsored by Philadelphia Youth Network, Private Non-Profit, $75,000.00. (April 1, 2013 – Present). Balfanz, R. (Principal Investigator), “Turning to a New Purpose,” Sponsored by Carnegie Corporation Of Ny, Foundation, $618,800.00. (January 1, 2012 – Present). Balfanz, R. (Principal Investigator), “Symposium on Mindfulness and Learning,” Sponsored by Bill And Melinda Gates Foundation, Foundation, $10,000.00. (September 29, 2014 – Present). Balfanz, R. (Principal Investigator), “AT&T Aspire Local High School Impact Initiative,” Sponsored by At And T Foundation, Foundation, $271,249.00. (August 1, 2012 – Present). Balfanz, R. (Principal Investigator), “Schusterman Family Foundation,” Sponsored by Schusterman Family Foundation, Foundation, $2,000,000.00. (July 1, 2013 – Present). Balfanz, R. (Principal Investigator), “United Way of Greater Los Angeles- 2014,” Sponsored by United Way Of Greater Los, Private Non-Profit, $113,000.00. (July 1, 2013 – Present). Balfanz, R. (Principal Investigator), “Edna McConnell Clark Foudation,” Sponsored by Edna Mcconnell Clark Foundation, Foundation, $250,000.00. (July 15, 2013 – Present). MacIver, D. (Co-Principal Investigator), Balfanz, R. (Principal Investigator), “Scaling Up Diplomas Now,” Sponsored by Pepsico Foundation, Foundation, $6,000,000.00. (January 1, 2011 – Present). MacIver, D. (Co-Principal Investigator), Davis, M. (Key Personnel), Mac Iver, M. (Key Personnel), Legters, N. (Co-Principal Investigator), Balfanz, R. (Principal Investigator), “Action Evaluation of the American Graduate: Let’s Make It Happen Initiative,” Sponsored by Corporation For Public Broadcasting, Private Profit, $375,001.00. (June 1, 2012 – Present). Balfanz, R. (Principal Investigator), “NYC Mayors Task Force on Chronic Absenteeism Report and Data Analysis,” Sponsored by State Education Dept Of New York, State, $25,000.00. (January 10, 2013 – Present). Balfanz, R. (Principal Investigator), “An Implementation Plan for Diplomas Now Detroit High School,” Sponsored by Michigan Future Inc, Private Non- Profit, $408,628.00. (May 9, 2011 – Present). Mac Iver, M. (Co-Principal Investigator), Balfanz, R. (Principal Investigator), “Technical Assistance for Dropout Prevention and Recovery,” Sponsored by

Jobs For The Future, Private Non-Profit, $139,097.00. (October 1, 2011 – Present). Mac Iver, M. (Co-Principal Investigator), Legters, N. (Co-Principal Investigator), Balfanz, R. (Principal Investigator), “Technical Assistance to Reform and Improve High-Poverty High Schools,” Sponsored by Jobs For The Future, Private Non-Profit, $140,952.00. (October 1, 2011 – Present).

7. SERVICE Department Service Associate Director of Center for Social Organization of Schools. (January 2006 – Present). College Service Committee Member, Doctoral Committee. (January 2012 – December 2012). Professional Service Task Force Member, Aspen Institute-National Commission on Social, Emotional, and Academic Development. (March 2017 – Present). Reviewer, Ad Hoc Reviewer, United States Department of Education. (September 2012). National Governor’s Association, Dropout Prevention Advisory Panel, 2008. Advisory Panel, College and Career Transitions Initiative, U.S. Department of Education. Maryland Mathematics Commission 1999-2000. Editorial Board Member, NCTM, Math in the Early Years, 1996-1998.

EXHIBIT 3

12/14/2020 Our Team | SchoolHouse Connection

The SchoolHouse Connection Team SchoolHouse Connection is the nation’s leading expert on the early care and education of children and youth experiencing homelessness. You can learn more about us below, and read about our history and advocacy principles here. Learn more about our board of directors here.

Barbara Duffield Executive Director Barbara Duffield is Executive Director of SchoolHouse Connection. For more than 20 years, she has bridged policy and practice in early care, education, housing, and homelessness. Barbara began her career as a tutor for children experiencing

https://www.schoolhouseconnection.org/about/our-team/ 1/2 12/14/2020 Our Team | SchoolHouse Connection homelessness in Washington DC in 1990. She was the Director of Education for the National Coalition for the Homeless from 1994-2003, where she collaborated with service providers, educators, federal agencies, and Congressional offices to address children’s issues. She served as the Director of Policy and Programs at the National Association for the Education of Homeless Children and Youth in Washington D.C from 2003-2016, leading national efforts to strengthen federal protections and services for children and youth experiencing homelessness, from early childhood through higher education. Barbara helped to establish and develop the NAEHCY Scholarship Program, a comprehensive scholarship program for youth who have experienced homelessness and wish to pursue higher education. She has conducted technical assistance trainings, authored policy reports, appeared on television and radio shows, and has been quoted by various media outlets such as The New York Times and Education Week. Her academic work can be found in Educational Studies, Early Childhood Research Quarterly, and Families in Society: The Journal of Contemporary Social Services. Barbara has served on numerous commissions and advisory groups, including Sesame Street Workshop’s Trauma Initiative and the National Commission on Children and Disasters education group. She received her Bachelor’s degree summa cum laude in Political Science from the University of Michigan.

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EXHIBIT 4

12/14/2020 Hailly T.N. Korman | Bellwether Education Partners Hailly T.N. Korman

Senior Associate Partner Policy and Evaluation

Background: Hailly T.N. Korman is a senior associate partner at Bellwether Education Partners on the Policy and Evaluation team. She joined the organization in January 2016 and focuses on correctional education, justice-involved youth, and school discipline. Hailly supports justice agencies and their education partners as they work to craft practices that significantly improve outcomes for justice-involved students, and she advocates for systemic reforms that mitigate the institutional obstacles to providing high-quality education services to youth in secure schools.

Prior to joining Bellwether, Hailly was director of special projects at the Center for Educational Excellence in Alternative Settings, where she provided direct support to an emerging cohort of reform- minded education and youth justice system leaders across the country. Previously, she was an attorney at Morrison & Foerster LLP, where she served as pro bono counsel in Reed v. State of California, representing student plaintiffs at underperforming Los Angeles public schools challenging the constitutionality of strict reverse-seniority layoffs. In 2010, she received both Public Counsel’s Impact Litigation Award and the ACLU’s Social Justice Award for her work on that case. Before law

https://bellwethereducation.org/staff/hailly-tn-korman 1/2 12/14/2020 Hailly T.N. Korman | Bellwether Education Partners school, Hailly spent nine years teaching primary grades; she has also taught an undergraduate seminar at UCLA on education policy and politics and a “know your rights” course at a local alternative high school.

Hailly is a graduate of Brandeis University with a major in politics and minors in legal studies and education. She also holds a JD from UCLA School of Law, where she was a member of the Public Interest and Critical Race Studies programs and the Collegium of University Teaching Fellows. She is also an alumna of Education Pioneers (LA ’08) and Teach For America (LA ’02).

Why I do this work: The intersection of education and the justice system is a deeply personal place for me and for far too many communities in this country. We are facing a national crisis, and I do this work with the hope that one day, I will put myself out of a job. Helping young people to find a life trajectory that allows them to choose their future is the work of education; doing that for those students who need our best most of all is nothing short of liberation.

Contact Information [email protected]

Follow Me Connect on LinkedIn

Issue Expertise Effective Multiagency Coordination Federal Education Policy Standards and Accountability State Education Policy

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12/14/2020 Sarah Lillis | Teach Plus Sarah Lillis

California Executive Director

Sarah Lillis (she/her/hers) is the Executive Director of Teach Plus California. Sarah has worked in state education policy advocacy for more than a decade, serving as the COO and Institute Director at EdVoice, a non-profit advocacy organization working to ensure that every child in California has an equitable opportunity to learn. As the Institute Director, in addition to direct advocacy, Sarah oversaw educational programming for legislators, putting on over 30 educational symposia for more than 150 policymakers.

Prior to EdVoice, Sarah worked in philanthropy as a program officer at Tides Foundation, a social justice foundation in San Francisco, and at the New York Foundation for the Arts (NYFA). At Tides Foundation, she provided strategic consulting and advising to other philanthropic institutions and funding collaboratives, as well as developing and implementing donor education and organizing programs. At NYFA, Sarah managed a choral music initiative, supervising music educators in New York City schools and a professional development program for music education professionals, and various grant programs for arts education organizations.

Sarah received a BA in classics from Harvard University and an MA in policy analysis and evaluation from Stanford University’s School of Education.

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EXHIBIT 6

12/14/2020 Paul Reville | The Education Redesign Lab

Paul Reville Founder and Director Professor Reville returned to the Harvard Graduate School of Education as the Francis Keppel Professor of Practice of Educational Policy and Administration in 2013, having just completed nearly five years of service as the secretary of education for the Commonwealth of Massachusetts. As Governor Deval Patrick's top education advisor, Reville established the Executive Office of Education and had oversight of higher education, K-12, and early education in the nation's leading student achievement state. He served in the Governor's Cabinet and played a leading education reform role on matters ranging from the Achievement Gap Act of 2010 and Common Core State Standards to the Commonwealth's highly successful Race to the Top proposal. He is particularly interested in matters of federal and state education policy and is now concentrating his work on the design of 21st century learning systems, braiding schooling, health/social supports and enrichments to close learning gaps. Prior to joining the Patrick Administration, Reville had chaired the Massachusetts State Board of Education, founded the Rennie Center for Education Research and Policy, cofounded the Massachusetts Business Alliance for Education (MBAE), chaired the Massachusetts Reform Review Commission, and the Massachusetts Commission on Time and Learning, and served as executive director of the Pew Forum on Standards-Based Reform, a national think tank which convened the U.S.'s leading researchers, practitioners, and policymakers to set the national standards agenda. Reville played a central role in MBAE's development of and advocacy for Massachusetts historic Education Reform Act of 1993. Reville has been a member of the HGSE faculty since 1997 and has served as director of the Education Policy and Management Program. Reville's career, which combines research, policy, and practice, began with service as a VISTA volunteer/youth worker. He served as a teacher and principal of two urban, alternative high schools. Some years later, he founded a local education foundation which was part of the Public Education Network. He is a board member and adviser to a host of organizations, and a frequent writer and speaker on education reform and policy issues. He edited the book entitled, A Decade of Urban School Reform: Persistence and Progress in the Boston Public Schools. He holds five honorary doctorate degrees. Last and most importantly, he is the father of four children.

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Paul Reville

Francis Keppel Professor of Practice of Educational Policy and Administration

DEGREE: Ed.M., Stanford University, (1974)

EMAIL: [email protected] PHONE: 617.496.4823 FAX: 617.495.7843 PERSONAL SITE: Link to Site OFFICE: Longfellow 312 OFFICE HOURS CONTACT: Email the Faculty Assistant to set up the appointment FACULTY ASSISTANT: Mark McNally

Profile

Paul Reville is the Francis Keppel Professor of Practice of Educational Policy and Administration at the Harvard Graduate School of Education (HGSE). He is the founding director of HGSE's Education Redesign Lab. In 2013, he completed nearly five years of service as the Secretary of Education for the Commonwealth of Massachusetts. As Governor Patrick's top education adviser, Reville established a new Executive Office of Education and had oversight of higher education, K-12, and early education in the nation's leading student achievement state. He served in the Governor's Cabinet and played a leading education reform role on matters ranging from the Achievement Gap Act of 2010 and Common Core State Standards to the Commonwealth's highly successful Race to the Top proposal. Prior to joining the Patrick Administration, Reville chaired the Massachusetts State Board of Education, founded the Rennie Center for Education Research and Policy, co-founded the Massachusetts Business Alliance for Education (MBAE), chaired the Massachusetts Reform Review Commission, chaired the Massachusetts Commission on Time and Learning, and served as executive director of the Pew Forum on Standards-Based Reform, a national think tank which convened the U.S.'s leading researchers, practitioners, and policymakers to set the national standards agenda. Reville played a central role in MBAE's development of and advocacy for Massachusetts historic Education Reform Act of 1993. Reville has been a member of the HGSE faculty since 1997 and has served as director of the Education Policy and Management Program.Reville's career, which combines research, policy, and practice, began with service as a VISTA volunteer/youth worker. He served as a teacher and principal of two urban, alternative high schools. Some years later, he founded a local education foundation which was part of the Public Education Network. He is a board member and adviser to a host of organizations, including BELL, Match Education, Bellwether, City Year Boston, Harvard Medical

https://www.gse.harvard.edu/faculty/paul-reville 1/8 12/14/2020 Paul Reville | Harvard Graduate School of Education School's MEDscience and others. He is a frequent writer and speaker on education reform and policy issues. He is also the educator commentator, Boston Public Radio, WGBH. He holds a B.A. from Colorado College, an M.A. from Stanford University and five honorary doctorate degrees.

Click hereto see a full list of Paul Reville’s courses.

Areas of Expertise

Economy and Education

Educational Equity

Leadership

Policy Analysis and Evaluation

Politics of School Structure and Governance

Poverty and Children

Reform Issues

Standards

Testing

Urban Schooling

Awards

Louis T. Benezet Award for Outstanding Achievement, Colorado College,(1997) Excellence in Education Award, Massachusetts Secretary of Education,(1996)

Friend of Education Award, Worcester Public Schools,(1996)

Outstanding Educator of the Year, Phi Delta Kappan, Central Massachusetts Chapter,(1996)

https://www.gse.harvard.edu/faculty/paul-reville 2/8 12/14/2020 Paul Reville | Harvard Graduate School of Education Distinguished Service Award, Advocates for Excellence in Education,(1994)

Humanitarian Award, National Conference of Christians and Jews,(1994)

Award of Excellence for Service, Central Massachusetts Superintendents Association,(1992)

Distinguished Service Award, Massachusetts Association of School Superintendents,(1992)

Friend of Education Award, Massachusetts Secondary School Administrators Association,(1992)

Outstanding Friend of Education, Educational Association of Worcester,(1989)

Friend of Education, Worcester Public School Administrators’ Association,(1986)

National Association for Independent Schools Award for article, "Educating for Connectedness",(1979)

Sponsored Projects

Nellie Mae Sponsorship for May 2018 By All Means Convening (2018-2018) Nellie Mae Foundation

The May 2018 By All Means consortium convening will be the fifth convening for the participating cities in the current cohort. The convenings bring together the six By All Means Children’s Cabinets as well as policymakers, educators, and community leaders to re-envision public education and its governance. This May 2018 convening will focus on the issue of governance. The convening will feature ways that effective governance structures and practice can overcome barriers to the creation of systems that personalize experiences for students inside and outside of school, and systems of integrated health and education services. We anticipate an audience of about 300, including 150 By All Means city team members along with another 150 national leaders in the field.

General Operating Support for the Education Redesign Lab (2017-2018) Silicon Valley Community Foundation

CZI funding will enables major projects in all three of our focus areas: Movement Building, Field Work and Research. Those activities include funding to support our first Leadership Institute, upgrades to our web site and new video production, additional consulting capacity to support the cities involved in the By All Means Initiative, and two major research contracts/projects around individualized student success plans and zero-k early childhood system building.

Education Redesign Lab Bridgespan Strategic Planning Process (2017-2017) Chan Zuckerberg Initiative

The Education Redesign Lab (ERL) was created by Harvard Graduate School of Education Professor Paul Reville, who has spent the last thirty years designing and implementing the successful education reform agenda in Massachusetts. With all of the state’s progress, however, Massachusetts—like all states--continues to have yawning achievement and opportunity gaps between low income students and their more affluent peers. The Education Redesign Lab was launched to build a new, more comprehensive education “engine” for communities across America — one that strategically aligns, integrates, and leverages education, health and social services as well as summer and after-school enrichment opportunities into more personalized

https://www.gse.harvard.edu/faculty/paul-reville 3/8 12/14/2020 Paul Reville | Harvard Graduate School of Education systems of child wellbeing and education. This grant from The Chan Zuckerberg Initiative enables the ERL to engage The Bridgespan Group in a four month strategic planning process to explore how the Lab should structure itself to maximize impact on the field of education and child development. The ERL’s plan for action is complex with several components: field work, research, policy and advocacy. Our field work focuses on working with communities where Mayors and other top leaders have embraced a broader definition of education and are committed to realizing a system where all children thrive. Research on promising practices and barriers to success also plays a critical role in this work: it guides our thinking, shapes our ongoing theory of action, and provides the basis for our programs, policy, and advocacy work. Finally, advocacy involves partnering with national civic and policy leaders and grassroots organizations in communities to build a field committed to this new vision of education while also identifying policy barriers and opportunities to implementing a more comprehensive system of supports for children in communities across the country.

Nellie Mae Sponsorship for November By All Means Convening (2016-2017) Nellie Mae Foundation

The Education Redesign Lab launched the By All Means initiative in May 2016 and convened a national audience in support of a more effective systems for educating all children so that they are prepared to be successful in a complex, 21st century society. The convening in November 2016 is focused on our six cities and will not have the public component of last May’s convening. Our cities have asked for more on-the-ground examples of what this work looks like when implemented and so we have invited practitioners to share their work and are pleased to already have speakers like Superintendent John Freeman from the Pittsfield, NH schools committed to attending. We know that Nellie Mae has provided significant support to the work in Pittsfield along many other district. In addition to Superintendent Freeman some of the other’s we have presenting in November include Adam Seldow from Facebook’s education partnership with the Summit Public Schools, Dr. Bob Balfanz from John Hopkins School of Education, and Ron Heifetz to work with our teams on the leadership challenges that come up when taking on these ambitious, system level changes.

Education Redesign Lab: Implementing Personalized Education (2016-2019) The Oak Foundation

The overarching goal of the Education Redesign Lab at the Harvard Graduate School of Education is to develop and implement personalized systems of learning and child development that will improve academic and other outcomes for all students. The Lab is requesting funding for a research study of the experimental design and implementation of these systems in the cities in our By All Means consortium. The primary aims of this study are to document the process of moving towards new, integrated systems in each of these cities; to highlight which strategies moved the cities forward in creating these systems and what barriers the cities encountered; to examine how these cities incorporated the needs of students with disabilities, English language learners, and students from different economic backgrounds into their system designs; to understand how students, teachers, and parents, and others experience elements of the new system and how these experiences differed for students with special needs; and to document quantitative outcomes on a range of measures, disaggregated by student subgroup. The study’s research questions include: 1. What was the process in each city for moving towards personalized systems of learning and child development? 2. How, and to what extent, were the specific needs of students with disabilities, students living in poverty, and English language learners incorporated into the personalization plan? 3. To what extent have components of a new system been implemented? 4. In what ways have children’s opportunities, services and education systems in each of the consortium cities changed as a result of the cities’ redesign work? 5. What are the experiences of children, families, teachers, and other providers in districts that have moved towards personalized systems? 6. How do measures of program participation and student outcomes change during the time period of the study? The Lab expects that the By All Means initiative will result in meaningful, systemic changes that reduce both the opportunity and outcome gaps between poor and non-poor students, students with disabilities and those without, English language learners and native English speakers, and students of different races and ethnicities. Our vision is that, at the end of the grant period, the Children’s Cabinets will be serving each city as effective vehicles for coordinating a range of enhanced and expanded services for children that reach across agency silos and make use of improved identification of individual students’ needs.

https://www.gse.harvard.edu/faculty/paul-reville 4/8 12/14/2020 Paul Reville | Harvard Graduate School of Education Ed Redesign Lab (2016-2017) Empower Schools, Inc.

The National Center on Time & Learning, Inc. (“NCTL”), renamed Empower Schools, Inc. (“Empower”) and the Harvard Graduate School of Education’s Redesign Lab (the “Lab”) and their founders share a common mission focused on supporting the country’s most vulnerable children by expanding educational opportunities and services to help them thrive in school and in life. This common mission serves as the foundation upon which this Project rests. The Lab is to assume and perform national activities previously undertaken by Empower Schools, Inc. under the NCTL name. The Lab’s staff will also continue to lead the national advocacy agenda that NCTL launched in 2007 Additionally, grant will support the Lab’s “By All Means” initiative by providing advice and support to the city teams, leveraging financial and technical assistance resources, conducting research on the effectiveness of local work, documenting local work and disseminating best practices, brokering national partnerships with organizations in the health, education, social service, and community schools’ fields, and providing direct technical assistance in relevant areas of expertise.

Understanding Responses to and Implementation of Student-Centered Learning in New England Innovation Lab Network (ILN) States (2016-2016) Council of Chief State School Off icers

States in the Council of Chief State School Officers’ (CCSSO) Innovation Lab Network (ILN) have committed to “taking action to identify, test, and implement student-centered approaches to learning that will transform our public education system.” This approach, which represents a substantial change in the way districts and schools design their education programs, has been met with a range of reactions. The Education Redesign Lab, in collaboration with the ILN, proposes to study the response to and progress in implementing student-centered learning in two New England states. In New Hampshire, this study will build on existing research on the adoption of SCL in the state to explore districts’ progress in implementing SCL and to document leadership views of the value of SCL. In Vermont, the goals of this study are to understand the sources and reasons for different reactions to SCL and to suggest ways to engage with diverse constituencies in the implementation of student-centered learning. In New Hampshire, the study will explore the different approaches districts are taking to student-centered learning and the progress districts have made towards implementation. This study will be qualitative in nature, using interviews and focus groups as the primary research methods.

By All Means (Convening) (2016-2016) Nellie Mae Foundation

One of the central features of By All Means is a set of convenings which serve two purposes: 1) to bring together teams from the six or seven cities in which we’ll be establishing learning labs for our design work; 2) to bring together a national audience of thought leaders to consider some controversial subjects relating to the future of public education and that system’s work with economically disadvantaged students. We aim to develop a curriculum to engage our city teams over a five session, two and half year engagement while simultaneously, using one day of these two day events to highlight a major theme of the work involved in designing systems of child development and education that can deliver on the promise, as yet unrealized despite many reform efforts, of educating all children so they are ready to be successful. We anticipate that this By All Means initiative will have national impact in drawing our sector closer to designing effective systems for educating all children so that they are prepared to be successful in a complex, 21st century society.

Education Redesign Lab (2014-2015) Irene E. & George A. Davis Foundatio n

Education Redesign Lab (2014-2015) Nellie Mae Foundation

https://www.gse.harvard.edu/faculty/paul-reville 5/8 12/14/2020 Paul Reville | Harvard Graduate School of Education

Publications

Reville, P. (2015, July 7). Why We Fail to Address the Achievement Gap. Education Week, 34(36), 22-23.,(2015) Reville, P. (2015, January 20). The next steps in education reform. Once again, we need to ask: What more needs to be done? The Boston Globe.,(2015)

Reville, Paul. (2015). The Journey Toward Equity and Excellence: The Massachusetts Experience. In A. M. Blankstein Editor & P. Noguera Editor (Eds.), Excellence Through Equity (pp. 185-201). Thousand Oaks, CA: Corwin.,(2015)

Reville, P. (2015, March 18). How to get world-class leaders for world-class schools. The Boston Globe.,(2015)

Reville, P. (2014). How to create a new k-12 engine. Education Week, 33(29), 24 & 28.,(2014)

Reville, P. (2013). Seize the moment to design schools that close gaps. Education Week, 32(33), 36.,(2013)

Reville, P. (2013, June 10). Accelerate progress on education. The Boston Globe.,(2013)

Pazzanese, C. (2013, November 22). Core objectives: Potential in new k-12 benchmarks mightier than challenges, says Reville of HGSE. Harvard Gazette.,(2013)

Tanden, N., & Reville, P. (2013, December 4). Taking a page from the bay state’s education playbook. U.S. News & World Report.,(2013)

Reville, P. (2013, October 24). From the stands, a lesson in sportsmanship. Cognoscenti.,(2013)

Henig, J., Malone, H. J., & Reville, P. (2012). Addressing the disadvantages of poverty: Why ignore themost important challenge of the post-standards era? In J. Mehta, R. J. Schwartz, & F. M. Hess (Eds.), The futures of school reform (pp. 119- 149). Cambridge, MA: Harvard Education Press.,(2012)

Reville, P. (2012, January 3). Poverty perspectives: A new educational delivery system for success. Spotlight on Poverty and Opportunity.,(2012)

Reville, S. P. (2012, April/May). Gateway cities education agenda update. Worcester Telegram & Gazette.,(2012)

Reville, P. (2008). Chapter 3: A mountain beyond mountains. In S. Redding, & H. J. Wahlberg (Eds.), Handbook on statewide systems of support (pp. 15-18). Charlotte, NC: Information Age Publishing.,(2008)

Associations

Chair, Massachusetts Board of Education, Commonwealth of Massachusetts,(2002-2008) Secretary of Education, Commonwealth of Massachusetts,(2008-2013)

https://www.gse.harvard.edu/faculty/paul-reville 6/8 12/14/2020 Paul Reville | Harvard Graduate School of Education WGBH, Bi-weekly Commentator, Boston Public Radio

National Education Association (NEA) Foundation, Senior Fellow

Boston Public Schools Superintendent Tommy Chang’s Transition Team, Member

Massachusetts Foundation Budget Review Commission, Gubernatorial Appointee

Bellwether, Board of Directors, Member

BELL, Chair, Massachusetts Leadership Council

Rennie Center for Research and Policy, Board Member

MedScience, Harvard Medical School, Board Chair

Boston After School and Beyond, Board Member

PEAR, Harvard Medical School, National Advisory Council, Member

Massachusetts Business Alliance for Education, Honorary Board Member

National Center on Time and Learning, Chair, National Advisory Council

Wheelock College, Corporator

Debate Mate, Board Member

Massachusetts Department of Elementary & Secondary Education and the Institute of Research, Advisory Committee on District & School Accountability

College for Social Innovation, Advisory Board

Enterprise Cities, Babson Global Inc., Academic Advisory Council, Member

New Profit, Reimagine Education, Domain Member

News Stories

The Power of Cross-Sector Collaboration

https://www.gse.harvard.edu/faculty/paul-reville 7/8 12/14/2020 Paul Reville | Harvard Graduate School of Education

A Call for All-Encompassing Change

To Prepare for Coronavirus, Simple Measures Are Often Most Effective

Making Sure that "All" Means All

Community Collaboration for Student Success

Orientation 2019: Faculty 8x8s

New Report Highlights Unique Methods of Funding Youth Programs

What's the Plan?

Schools and Communities Together

Askwith Essentials: Rural Promise

Professional Education Programs

Education Redesign: Building 21st Century Systems of Child Development and Education

https://www.gse.harvard.edu/faculty/paul-reville 8/8

EXHIBIT 7

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!!"!#!$%&'%!(!#!%()!)#)(0'& 

1 PROOF OF SERVICE 2 I, La Tonya Fountain, am employed in the County of Los Angeles, State of California. I am over 3 the age of 18 and not a party to the within action. My business address is 555 South Flower Street, Suite 4 3700, Los Angeles, California 90071. 5 On February 26, 2021, a copy of the foregoing document was served on the interested parties in this action 6 as follows:

7 ☒ By CASE ANYWHERE 8 By causing a true and correct copy of the document(s) to be electronically served by transmission by use of the Case Anywhere electronic service platform for those parties on the Case Anywhere 9 Service, list.

10 Sue Ann Salmon Evans Esq. Lisa Demidovich, Esq. [email protected] [email protected] 11

12 Ellen C. Wu, Esq. Ira L. Gottlieb [email protected] [email protected] 13 Keith A. Yeomans, Esq. Dexter Rappleye, Esq. 14 [email protected] [email protected]

15 Luke L. Punnakanta, Esq. [email protected]

16 BUSH GOTTLIEB, A LAW CORPORATION 17 DANNIS WOLIVER KELLEY 115 Pine Avenue, Suite 500 801 North Brand Boulevard, Suite 950 Glendale, CA 91203-1260 18 Long Beach, CA 90802 Telephone: (562) 366-8500 Telephone: (818) 973-321 19 Facsimile: (562) 366-8505 Facsimile: (818) 973-3201

20 Attorneys Specially Appearing for Defendants Los Counsel For United Teachers Los Angeles Angeles Unified School District and Austin Relief Defendant 21 Beutner 22 I declare under penalty of perjury that the foregoing is true and correct. 23 Executed on February 26, 2021, at Los Angeles, California. 24 25

26 __ La Tonya D. Fountain 27 28

1 PROOF OF SERVICE