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LETTER OF INTENT TO APPLY 2017 Board of Regents New Charter School Application

Growing Up Green Charter School is a network of schools that includes an elementary and middle school serving a diverse population of students in Community School District 30 and a growing elementary schoolserving a diverse population of students in Community School District 28, Queens. It has been a model of progressive education and accountability, and has built a strong reputation for inclusiveness and community-mindedness. The board and leadership of Growing Up Green Charter School respectfully request the opportunity to submit an application to replicate our school in order to meet the consistent demand for seats and the need for high quality education options in Queens.

I. Applicant Group Information: Identify and present background information pertaining applicant group.

a. Applicant Group Members: See Table 1 b. PublicContact: Matthew Greenberg, c. Application History: Members of the founding group submitted the original GUGCS

charter application to the NYCDOE in 2008, which was subsequently approved to openin2009. In 2015 a team from GUGCS submitted a charter application to SED to replicate GUGCS in Community School District 28, which was subsequently approved to open in 2016.

Required Attachments: o Table1: Application Group Information. o Attachment 5a: For EACH member of the applicant group submit the following: o New Applicant and Prospective School Trustee Background Information Form,

including a signed Statement of Assurance and Intent, which is included at the bottom of the Assurance statement. See Background Information Sheet at http://www.p12.nysed.gov/psc/startcharter.html.

o Resume or Curriculum Vitae. Provide a resume that includes all experience and expertise relevant to the founding, managing and governing of a charter school.

o EducationCredentials. A copy of the individual’s diploma or transcript from their highest level of education. If such documents cannot be provided, submit a signed and notarized letter stating the highest level of education obtained and the reason why these documents cannot be provided.

Note Regarding Criminal Background Check/Fingerprint Scan: All members of the applicant group who are proposed members of the board of trustees will be required to undergo criminal background checks via fingerprint scans. If advanced to the Capacity Interview phase, NYSED will provide the planning team with specific background check/fingerprint information. The inability or unwillingness of any member of the applicant group to promptly undergo the required criminal background checks via fingerprint scans within the timeframe requested in advance of the Board of Regents meeting shall be grounds for denying a charter recommendation.

II. Proposed CharterSchool Information a. Proposed school name: Growing Up Green Charter School III b. Proposed school mission statement; The Growing UpGreen Charter School empowers

children to be conscious, contributing members of their community through a rigorous curriculum and an engaging green culture. Graduates of GUGCS will be prepared to attend high-performing schools where their interdisciplinary academic foundation, knowledge of sustainability, and strong sense of self sets them apart as leaders of the future.

c. Proposed school location: New York City Community School District 27 within the vicinity of Woodhaven.

d. Targetpopulation/community served: GUGCS III intends to locate in CSD 27 within the Woodhaven, Ozone Park, Howard Beach, Far Rockaway, Breezy Point area and enroll a population, which currently serves 22.8% Asian, 23.3% Black, 38.4% Hispanic, 10.4% White, 81.9%low-income, 16.9% with IEPs, and 10.7% English language learners. In an era when charter schools are known for exacerbating segregation, Growing Up Green has created notably diverse schools that reflect the communities inwhich they are located.

e. Planned ages,gradesand enrollment: The school is ultimately planned to be a K-8school, but for this proposed charter the enrollment plan will be as follows:

Projected Enrollment TableOvertheCharterTerm Grades Ages 2018-2019 2019-2020 2020-2021 2021-2022 2022-2023

K 4-5 52 52 52 52 52 1st 5-6 52 52 52 52 52 2nd 6-7 52 52 52 52 52 3rd 7-8 52 52 52 52 4th 8-9 52 52 52 5th 9-10 52 52

Totals na 156 208 260 312 312

f. Proposed management and/orpartnerorganization(s): not applicable Replication: We propose to replicate the Growing Up Green Charter School, which opened in 2009 in Long Island City, Queens with grades K-1 and currently serves almost 800 students in grades K-8. The charter was renewed in 2014 and awarded the opportunity to add a middle school and now serves grades K-8. In the early spring of 2017 the charter was granted a 5 - year renewal. In 2016 a replication of the school was approved and the second school opened in September 2016 in Jamaica, Queens with 186 students K-2. The schools are deeply embedded in the communities where the schools are located; this year Growing Up Green Charter Schools received over 3,100 applications for approximately 190 seats and currently have a waiting list of 2900 students. And, GUGCS’ provides a unique educational opportunity, including small class sizes, a focus on sustainability, and an arts and sciences-infused curriculum. Last year, in both ELA and Math our overall test score proficiency surpassed the City, State, and District 30. Moreover, our proficiency of students with IEPs doubled that of the City on both the ELA and Math State Exam and our economically disadvantaged students also surpassed the City in proficiency. Students at GUGCS II, while not yet in testing grades, have shown an average reading growth of four levels over the course of one full year at Growing Up Green II. In lieu of

state tests, GUGCS II conducted unit assessments for students in grades K-2 to measure student performance in mathematics across all Common Core Mathematics Standards. Students at GUGCS II, on average, met grade-level expectations for all units of study in K-2 mathematics. In addition, for every year of operation, GUGCS has achieved a State Accountability Designation of “Good Standing,” has been in compliance with local, state, and federal laws and its charter contract, and received a clean audit from an independent accounting firm. g. Schooloverview: Growing up Green's progressive, interdisciplinary approach to education

combines hands-onproject-based work with rigorous direct instruction and a focus on the teaching of arts and sciences throughout the school day. This approach has proven to be quite successful for children and very attractive to families in our community. The key components of our program are:

o Green Education: Green principles inform the curriculum, instruction and culture of our schools. Green principles are those of sustainability by creating a lifestyle or community that does not exceed usage of anything for which we cannot be responsible. Green lessons infuse our meals, code of conduct, instructional materials, recycling practices, and facility design. Green topics are integrated throughout the curriculum. To launch each school year, we have a Green Ambassador program where each grade level spearheads a particular topic of sustainability, e.g., appreciation of nature, compositing, recycling, waste management, energy reduction, and water conservation. This is followed by our ongoing Green Living classes held weekly in classrooms throughout the year. In addition, a segment of each day at GUGCS is known as Explore and Discover (ED) Time, where many of our green themes emerge as students work on interdisciplinary science and social studies projects that incorporate skills from all other subjects. This thematic approach engages students and develops a more complex understanding of skills and concepts. Our Science department collaborates to design projects that meet NYS Standards while still incorporating themes of sustainability both in the Science Lab and across classrooms

o Hands-On Learningin theLocal Environment: Our model uses a multi-sensory approach that is enhanced by weekly visits to the school’s Science Lab and regular field trips. These experiential activities engage students, promote retention of knowledge and develop critical thinking skills. Students gain first-hand understanding and appreciation of their community through neighborhood walks, community observations, resident interviews, guest speakers, and developmentally appropriate research.

o Actionable Assessment System: Growing Up Green uses internally developed “Looking Forward, Looking Back” assessments to guide curriculum development and instructional planning, evaluate programs, focus professional development and hold teachers accountable. Aligned to state standards and administered every six weeks, these assessments provide actionable data that teachers use to refine their lessons and identify student’s needs as well as content areas needing support. These assessments have been effective predictors of student performance on state tests, allowing school leaders and faculty to identify areas for growth and make progress towards meeting our goals and achieving our mission.

o DeliberateSchool Culture: At Growing Up Green, sustainability refers not only to resources, but to relationships as well. We have a built a collaborative school culture that sustains students, staff and families alike. As a result, there has been limited faculty and

staff turnover and virtually no leadership turnover. We adopt the Responsive Classroom approach school-wide to build social skills and foster a positive learning environment, which has resulted in our school having a positive culture with limited discipline issues and no expulsions ever.

o Professional Environment: GrowingUp Green expects teachers to be active learners and models of lifelong learning for students. Formal training opportunities occur during the summer and regular half-day Professional Development (PD) sessions throughout the school year. Five PD days yearly are dedicated to the gathering and analysis of data from our Looking Forward, Looking Back interim assessments and action planning for the next units and lessons. The other PD days use the Bank Street School for Children’s model to discuss trends within grades and classrooms and refine student learning strategies. Science and Social Studies leaders at GUGCS collaborate with classroom teachers to plan professional developments addressing the question “What does it mean to be green?” and “How can we as a staff implement principles of sustainability into our classrooms?” The school’sED Time coordinators also push into classrooms during Explore and Discover time to assist teachers with green-themed projects. Finally, Growing Up Green has a robust team of academic leaders, including Heads of School, Lower and Upper School Literacy Coordinators, Lower and Upper School Math Coordinators, Director of Support Services, Assessment Coordinators, Director of Counseling, Behavior & Student Life Coordinator, and ED Time and Specials Coordinators, all of whom collectively provide teachers with planning support, classroom observation and feedback, and formal evaluation.

o Intervention and Support Systems: Our data systems quickly identify struggling students and immediately apply interventions and supports to meet their needs. Growing Up Green provides an Integrated Co-Teaching (ICT) class on every grade as well as push-in and pullout services by certified special education teachers. Our English Language Learner (ELL) Coordinator and teachers provide an immersion approach to language acquisition. We have multiple counselors on staff to support students’ social emotional needs. Finally, the Successful Student Committee (SSC), which is comprised of learning specialists, intervention teachers, school counselors, ELL specialists, and Directors of Instruction, is fundamental to our successful RtI process. Using a case-study approach, the SSC serves as a forum for teachers and staff to collaborate, share strategies, and design effective academic and behavioral interventions for struggling students.

IIII Enrollment and Retention Strategies. a. GUGCS III will use similar strategies that have been effective at the original Growing Up

Green School, which have yielded large numbers of applicants, a lengthy waitlist, and a diverse student body. Growing Up Green already has a positive presence in CSD30 and CSD28 through partnerships and service learning activities. The “green” aspects of the school are clearly described in marketing materials, presentations, and discussions with interested families. For students with disabilities, we describe on our website and in recruitment materials our inclusion model, special education services and staffing as well as counseling supports. Furthermore, our Director of Support Services participates in recruitment activities. In order to recruit English Language Learners, our materials also describe our ELL program and our ELL Coordinator and teachers assist with recruitment. We

also have bilingual staff to help families with the application process. The majority of our students are eligible for free and reduced lunch and, having built a positive reputation in the community, word of mouth is particularly effective in attracting these students to our school. We make it clear that our school is free and provides support services and extra-curricular opportunities to all students, regardless of need and income.

b. GUGCS has a track record of strong student retention. We have achieved this by developing a close supportive community among students, staff and families through regular communication and events, such as orientations, conferences, celebrations and performances. Growing Up Green also has a robust Response to Intervention (RtI) system in place. From the start, there has existed a process for teachers to identify struggling students through data and classroom observations and to present a student case-study to a group of colleagues at the Successful Student Committee (SSC), and implement interventions to support students in a timely manner. This RtI process is implemented by an experienced support staff, including instructional coaches, learning specialists, intervention teachers, school counselors, and ELL specialists. Additionally, the school retains students through the scope of services they offer to serve a wide variety of student needs. GUGSCS provides an Integrated Co-Teaching (ICT) class on every grade in addition to push-in and pull-out services by certified special education teachers for students with disabilities. Additionally, the school provides all Related Services such as speech and language therapy, occupational therapy, hearing services, counseling, and physical therapy. Our ELL Coordinator and ELL teachers support ELL students through immersion techniques and direct instruction. GUGCS is a school where students and their families are known well by the faculty and staff and students do not fall through the cracks. We work closely with community organizations to ensure families have the supports they need so their child can succeed.

IV PublicOutreach and Community Support a. Describe the public outreach conducted to date to solicit community input regarding the

proposed school using the attached Table 2 b. Growing Up Green announced to the school community its plan to replicatetheschool

and has received nothing but encouragement from families. As we noted, GUGCSreceived over 3,100 applications for approximately 190 seats and currently have a waiting list of 2900 students, and believe this demonstrates strong demand for our program.

Required Attachments: o Table 2: Public Outreach Information. o Attachment 2a: Initial Samples of Public Outreach. Provide ONE sample of evidence

demonstrating EACH of the following statement to support the applicant group’s outreach attempts:

V. Proposed Board Chair Signature and Date

Jeff Muller 7/7/2017 Jeff Mueller Date

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42324

Table2:PublicOutreach Information Table 2 is not counted toward the page limits Add more rows and/or rotate page if necessary

Date(s) of Outreach mm/dd/yy

Target Stakeholder

Group

Description of the Outreach

Location of Outreach

Input Obtained Action Taken on

Input

Number of

Attendees Evidence

4/1/17 Families Lottery for Growing Up Green Charter School II

Growing Up Green Charter School II

84-35 152nd Street, Jamaica, NY 11432

199 applicants for Growing Up Green Charter School 2

reside in District 27

We reached out to these families electronically to

gauge interest in a school in district 27

n/a Applications

6/12/17 City Council Member

A phone call was made to Jimmy Van Bramer Phone Call

City Counsel Member Jimmy Van Bramer,District 26 verbally expressed

interest in a Growing Up Green Charter School in

Jimmy Van Bramer is currently writing a letter of support

2 Letter

District 27. Senator Addabbo We have a follow

6/12/17 NY State Senator

A phone call was made to Joseph P. Addabbo Jr. Phone Call

has verbally expressed interest in a Growing Up Green Charter

up, in person, meeting scheduled for this summer with senator

2 n/a

School in District 27. Addabbo.

6/15/17 Public Library, Woodhaven

Branch

A meeting was held with the manager of the

Queens Public Library, Woodhaven branch while distributing flyers for an

open house

In person meeting

The manager of the library branch expressed

enthusiasm for the addition of a

Growing Up Green Charter School in

The manager of the library offered to hand out flyers

about our school to the community

2 n/a

the Community

6/17/17 Families

Digital Survey was emailed to families who live in

district 28 and applied to Growing up Green Charter

School II(District 28)

Online

We received 45 responses so far. 44/45 families that responded said they would be interested in a Growing Up Green charter

school in District 27

We are following up with a paper mailing

to remaining families

45 Completed surveys

6/27/17 Families

An Open House was held at Growing UP Green

Charter School II (District 27)

Growing Up Green Charter School II

84-35 152nd Street, Jamaica, NY 11432

We need to host open houses within

the district 27 communities.

We will host an open house in District 27 on

7/31/17

0 Flyer

6/30/17 Queens

Community House

A phone call was made to Ben Thomases, Executive

Director of Queens Community House

Phone Call

Ben Thomases is interested in

learning more about Growing Up Green Charter Schools

An in person meeting is being

scheduled to discuss Growing Up Green

2 n/a

6/20/17 The Child

Center of NY

A phone call was made to Traci Donnelly, CEO of The

Child Center of NY Phone Call

Traci Donnelly is interested in

learning more about Growing Up Green Charter Schools

A meeting has been scheduled for

7/11/17 2 n/a

6/28/17 Queens

Community Board 9

A phone call was made to Queens Community Board

9 and they expressed interest in learning more about Growing Up Green.

Phone Call/Meeting

Five members from the Queens

Community Board are interested in

learning more about Growing Up Green

A meeting has been scheduled for Early October. Final date for the meeting will be determined in mid September.

2 email

7/6/17 Assemblyman A phone call was made to Assemblyman Michael

Miller Phone Call

Assemblyman Michael Miller is interested in

learning more about our school

An in person meeting is being scheduled for later

this summer

2 n/a

7/6/17 U.S.

Representative Gregory Meeks

A phone call was made to U.S. Representative Gregory Meeks

Phone Call

A phone call is being scheduled so U.S. Representative

Gregory Meeks can learn more about Growing Up Green

A phone conference is being scheduled

2 n/a

7/31/17 Families Open House in district 27 Location to be determined

n/a n/a n/a n/a

7/5/2017 Interest Survey: Growing Up Green in District 27

Interest Survey: Growing Up Green in District 27 If Growing Up Green Charter School were to open a school in District 27, would you be interested?

* Required

Yes

NO

Maybe

PreK

Elementary School (Grades: Kindergarten-5th Grade)

Middle School (Grades: 6-8)

Never submit passwords through Google Forms.

Email address *

Your email

Your Name *

Your answer

Would you be interested in a Growing Up Green School in District 27? *

What school(s) would you be interested in? *

How many school aged children do you have? *

Your answer

What grade(s) are your children entering in the 2017-2018 school year? *

Your answer

SUBMIT

https://docs.google.com/a/gugcs.org/forms/d/e/1FAIpQLSczTmhIonNeU1ybcDC3rRpzfMmY4MGHQzS1kyyvZ0z-8q5AgA/viewform 1/2

JoinUs!

OPEN HOUSE!

Growing Up Green Charter School IIIOpen House for prospective families of GUG

The plan is for Growing Up Green III to be located in District 27�and begin in Fall 2018 with Kindergarten and 1st grades.�

Join us at this meeting to learn more information about our new�elementary school as well as our mission, academic programs and�

the application process.�

¡Únete a

nosotros!

PUERTAS ABIERTAS

Growing Up Green Charter School IIIPuertas Abiertas Para Las Prospectiva Familias para GUG3

El plan es para Growing Up Green III se encuentre en el distrito 27�y comenzar en el otoño del 2018 con kinder y primer grados.�

Unase a nosotros en esta reunion para obtener mas informacion�acerca de nuestra nueva escuela primaria, asi como nuestra�

mision, programas academicos, el proceso de solicitud.�Todos son Bienvenidos!�

NEW YORK STATE EDUCATION DEPARTMENT CHARTER SCHOOL OFFICE

NEW APPLICANT AND PROSPECTIVE SCHOOL TRUSTEE BACKGROUND INFORMATION SHEET

(For New School Applications Only)

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

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

Note: Additionally, members of the Applicant Group are required to undergo a criminal background check via a fingerprint scan arranged by and at the expense of the State Education Department.

CONTACT INFORMATION FOR ALL APPLICANT GROUP MEMBERS

Member Name: Matthew Greenberg

Proposed Charter School Name: Growing Up Green Charter School III

E-Mail Address:

Home Telephon

Home Address:

Business Telep

Business Addre

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

1

Background Information – All Applicant Group Members

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

X Résumé Attached

2. Please provide Transcript from your highest degree granting Institution.

X Transcript or Supporting Documentation Attached

3. Please provide THREE letters of reference (from Individuals not associated with Applicant Group).

Letters Attached.

List the Names and Contact Information for each individual providing a reference:

4. Please indicate how you became aware of the opportunity to join the applicant group. As Founder/School Leader of Growing Up Green Charter School I and II, I along with the Board of Trustees decided to replicate Growing up Green because of its great success over the last 9 years.

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

X I affirm.

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

2

X I affirm.

3

Statement of Intent—All Applicant Group Members

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

I have been an educator in New York City for over 22 years receiving both my graduate degree in elementary education, and administrative certification in leadership from the City College of New York. I began my career in education as a physical education teacher at the School of the Ascension, then moved on to the Bank Street School for Children, followed by Columbia Prep, before taking a similar position at the Manhattan School for Children. While at Manhattan School for Children, I moved on to classroom teaching first as a 3rd grade teacher, then as a 6th, 7th, and 8th grade teacher in the upper school.

During my tenure at The Manhattan School for Children, I was also the Union Chapter Leader, a member of the school hiring committee, and mentor for student teachers. In 2007, recognizing the need for more excellent progressive elementary schools in New York, I decided to start my own school with a "green focus" where children would explore and discover through project based work in science, and social studies, learn about the importance of recycling, composting, plant, and animal life, and also learn through additional multiple lenses of instruction that would include art, music, language, and physical education.

After two years of intense planning, my vision came to life in 2009 with the opening of the Growing up Green Charter School in Queens. The school’s mission: "to empower children to be conscious contributing members of their community through a rigorous curriculum, and an engaging green culture.” And to be "leaders of the future."

Now in its 8th year with both an elementary, middle school, and a second elementary charter school in Jamaica, Queens, I am proud to say that the school has exceeded so many of my initial expectations.

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

My role will be one of lead applicant in the process. I will be responsible for overseeing the writing of the application; reviewing and editing all application sections, leading the community outreach committee, and working closely with my Board of Trustees on the schools governance, bylaws, finance, and policy sections of the application.

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

As founder and school leader of Growing up Green Charter School I and Growing Up

4

Green Charter School II, and with over 22 years of experience in education, I am well aware of the challenges one faces in opening up a school. The work is hard, and challenging. However at the end day it is extremely rewarding because you are helping to shape the lives of children. Now eight years later, Growing up Green is a school in high demand because of strong leadership, excellent teachers, and a supportive Board of Trustees. It is why I, along with the board, is so excited about the opportunity to replicate and give more families the opportunity to have their children attend a school like Growing up Green.

Matthew Greenberg Printed Name _____________________

Signature

July 6th, 2017 Date

5

Matthew Greenberg

Employment

Growing Up Green Charter School, Long Island City, NY 2009- Present

Founder, School Leader

• Oversee a staff of 90 employees made up of administrators, teachers, and instructional leaders

• Manage a budget of approximately 9 million dollars

• Meet weekly with Department Heads: Instruction, Special Education, Finance, Operations, Assessment, and Social Work

• Oversee the management of two school buildings and supervise construction build-outs

• Assist in negotiating contracts with all outside vendors that include contractors, engineers, architects, and legal departments

• Chair of the Hiring Committee

• Chair of the School Leadership Team Committee

• Member of the Grant Writing Committee, and Advocacy Committee

• Point person for parent outreach in the Long Island City Community

• Chair of the Enrollment Committee

• Member of the Long Term Strategic Planning Committee

• Report out to the Board of Trustees on a monthly basis

Manhattan School for Children, New York, NY 2002- 2008

• Taught 3rd , 6th , 7th , & 8th grade. Responsibilities included teaching reading, writing, and history to a diverse population of students.

Manhattan School for Children, New York, NY 2000-2001 Taught Physical Education to Kindergarten – 8th grade.

Columbia Preparatory School, New York, NY 1999- 2000

• Taught Physical Education to 7th- 12th graders and coached the girl’s High School basketball team.

Bank Street School for Children, New York, NY 1998- 1999

• Taught Physical Education to 4th – 8th graders and coached the girl’s Middle School basketball team.

School of the Ascension, New York, NY 1992- 1998

• Responsibilities included teaching Physical Education to K-8 graders, coached, and oversaw the sports program at the school.

Education

City College of New York

School Administrator and Supervisor Certificate, May 2006

City College of New York

Master of Science in Education, May 2004

Queens College

BA in Communications, May 1995

References available upon request

2

Aris Demato To work in a diverse learning community that supports the needs of all students and families. Creating a

Objective comprehensive and rigorous curriculum that horizontally aligns providing children with a cohesive learning experience.While supporting teachers in developing a literacy rich learning environment that highlights the beauty in our differences, the power of individual thought and the strength in teamwork.

Innovative approach to education, exceptionalorganizationalskills, outstanding written and verbal Qualities communication skills, extraordinary problem solver, personable, responsible and dedicated. 9/2012- 8/2014 Fordham University New York, NY

Education • MSEd Advanced Literacy Education 8/2009- 5/2012 University of Nevada-Las Vegas Las Vegas, NV

• B.S. Early Childhood Education –Cum Laude – Phi Kappa Phi Honor Society • 8/2013 – Present Growing Up Green Charter Schools New York, NY

Work History

Assistant School Leader 7/2017-present • Guide and support the Growing Up Green school community in fulfilling its mission and charter

goals • Seek community partnerships within District 28 to support the growth and development of

GUGCS • Develop and lead parent workshops on academic programs, child development, and effective

instructionalstrategies used at Growing Up Green • Demonstrate an understanding of effective instructional practices and encourage teachers in

applying these practices before, during, and after lessons • Coordinate the management of materials to support the curriculum • Use assessment data to discuss student progress, modify unit plans, inform groupings, target

specific instructional practices, and support student learning • Design and support the implementation of an academic program that promotes effective

teaching, active engagement, and meaningful learning • Create, develop, and adjust comprehensive instructional curriculum maps aligned with Common

Core Content and Practice Standards • Design and monitor (literacy) assessments to evaluate student performance and progress

Dean of Academics/Pre-K Site Director 7/2016-6/2017 • Guide and support the Growing Up Green school community in fulfilling its mission and charter

goals • Design and support the implementation of an academic program that promotes effective

teaching, active engagement, and meaningful learning • Collaborate with classroom and specialist teachers to determine expectations for students and

analyze the extent to which classroom tasks and teaching practices align with goals and expectations

• Create, develop, and adjust comprehensive instructional curriculum maps aligned with Common Core Content and Practice Standards

• Work collaboratively with teachers and specialists in planning and sequencing classroom instruction

• Facilitate the integration of (literacy) concepts / skills / strategies / technology into classrooms • Design and monitor (literacy) assessments to evaluate student performance and progress • Demonstrate and communicate knowledge of how to administer (literacy) assessments and how

to interpret the results of each assessment • Model lessons for faculty in the implementation of the physical, organizational, and instructional

components that constitute a quality academic program • Actively help establish and participate in the school community through weekly staff meetings, PD

opportunities, staff committees, school events, etc. • Oversee Pre-K for All program • Support teachers in implementation of Pre-K for All: units of study, Tools of Autonomy, Routines

and professional development

Kindergarten Lead Teacher 8/2013-6/2016 • Coordinate family shares in the classroom • Parents workshops: phonics, book shopping • Supported implementation of math and literacy family nights • Volunteer at PTO events including • Unit development: Pumpkin Palooza, Ahhh…Real Apples,Backpack project:A multiculturalhome

school curriculum to develop cultural understanding • Mentor to associate teacher • 8/2012 – 06/2013 Success Academy New York, NY

Kindergarten Lead Teacher • Grade Team Phonics Intervention Group Leader • Mentor to associate teacher • 6/2015-8/2015 Ramapo Country Day Camp Airmont, NY • Ceramics Teacher • Implement ceramics curriculum for smallgroups of campers ranging in age from 4-10 years. • Bus Chaperone • Supervise and engage students in games during transportation to and from camp. • Communicated with families about their child’s day. • 8/2010 – 04/2011 Children’s Learning Adventure Las Vegas, NV

Classroom Specialist • Teacher Mentor – Guide new teachers in developmentally appropriate practice • Transition Specialist – Aid in smooth classroom transitions • Curriculum Specialist – Aid in teacher implementation of curriculum throughout the day

8/2011 – 05/2012 Tobler Elementary School Las Vegas, NV Student Teacher Kindergarten/First Grade

• TERC Math Lessons/ Everyday Math Lessons • Trophies Literacy Lessons / Voyager Intervention Lessons • Words Their Way Lessons • FOSS Workshop • Created and implemented writing units for both fiction and science • Attended RTI and IEP meetings with Master Teacher

9/2008 – 6/2009 Church in the Gardens Nursery School Forest Hills, NY Assistant Teacher

• Play based curriculum • Support children in learning/mastering self help/hygiene routines • Assist lead teacher in small group lessons and whole class management

Music & Movement Teacher • Music appreciation, flexibility, body awareness, rhythm, and the joy of movement

05/2018 (Exp.) Standard Certificate: Early Childhood #94792 Las Vegas, NV Certificates 2517437 Professional Certificate: Early Childhood Education New York, NY

2517437 Professional Certificate: Advanced Literacy Education New York, NY Associations 08/2017 (exp.) Adult CPR/Pediatric CPR/AED New York, NY 2018 (exp.) NAEYC NYC AEYC/NYAEYC/NAEYC 2018 (Exp.) InternationalReading Association New York, NY

Responsive Classroom Level One New York, NY Responsive Classroom Advance Course New York, NY

Proficient in all Windows applications including Word, PowerPoint and Excel, Mac applications and SMART Technology boards. Familiar with TERC, Math in the City,Envision,Everyday Math, FOSS, Words Their Way, Trophies, Reading/Writing Workshop, Wilson Fundations, Sounds In Motion , Common Core Standards.

NEW YORK STATE EDUCATION DEPARTMENT CHARTER SCHOOL OFFICE

NEW APPLICANT AND PROSPECTIVE SCHOOL TRUSTEE BACKGROUND INFORMATION SHEET

(For New School Applications Only)

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

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

Note: Additionally, members of the Applicant Group are required to undergo a criminal background check via a fingerprint scan arranged by and at the expense of the State Education Department.

CONTACT INFORMATION FOR ALL APPLICANT GROUP MEMBERS

Member Name: Jeffrey J. Mueller

Proposed Charter School Name: Growing Up Green Charter School

E-Mail Address

Home Telepho

Home Address:

Business Telep

Business Addr

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

1

Background Information – All Applicant Group Members

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

x Résumé Attached

2. Please provide Transcript from your highest degree granting Institution.

x Transcript or Supporting Documentation Attached

3. Please provide THREE letters of reference (from Individuals not associated with Applicant Group).

x Letters Attached.

List the Names and Contact Information for each individual providing a reference:

4. Please indicate how you became aware of the opportunity to join the applicant group. The school’s founder – Matthew Greenberg

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

x I affirm.

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

x I affirm.

2

Statement of Intent—All Applicant Group Members

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

I am a lawyer and business owner and believe the ability to assist in the execution, monitoring and implementation of GUGCS strategy (educational, fiscal, administrative, etc.) is a critical skill for a board member as is the skill/ability to foster a rigorous debate concerning same

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

Overseeing the quality and management of GUGCS’s leadership and management, ensuring a governance framework that adds value to the educational mission of GUGCS and the mandates of the NYCDOE, and safeguarding the values and reputation of GUGCS and the NYCDOE are necessary to the continued success of the school and are skill sets I believe I can bring to GUGCS and the Board. Lastly, fostering and maintaining the current culture of trust and respect, among the GUGCS board in particular and the GUGCS community in general.

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

Jeffrey J. Mueller Printed Name Signature

February 3, 2015 Date

3

____________________________________________________________________________

JEFF MUELLER

PROFESSIONAL EXPERIENCE GRANITE INTELLIGENCE LLC, New York, NY

Founder & Principal 2003 – Present Granite Intelligence provides comprehensive investigative services, research and analysis for clients worldwide. Services include Due Diligence, Business Investigations, Litigation Support & Intelligence, Accounting Due Diligence & Forensic Accounting and Integrity Monitoring & Compliance.

MUELLER BLOCK, LLP, New York, NY 2010 – Present Partner Mueller Block, LLP is a civil and criminal defense law firm which represents corporations, privately owned companies and individuals in matters before New York federal and state courts. Mueller Block, LLP is certified by the New York State Department of Economic Development, Division of Minority and Women’s Business Development as a Women Business Enterprise (WBE).

DECISION STRATEGIES, A UNIT OF SPX CORPORATION, New York, NY

Managing Director 2001 – 2003 In charge of the New York City office of now-defunct international intelligence and investigations company which provided Due Diligence, Business Investigations, Litigation Support & Intelligence, Accounting Due Diligence & Forensic Accounting and Integrity Monitoring & Compliance services. Managed company’s largest global office which generated +$10 million in annual revenue towards gross company sales of +$30 million.

STRANG HAYES CONSULTING, INC., New York, NY

Chief Operating Officer 1997 – 2001 Managed all business operations and personnel of this international intelligence and investigations company which was sold to Decision Strategies, a Unit of SPX Corporation in September 2001.

KINGS COUNTY DISTRICT ATTORNEY’S OFFICE, Brooklyn, NY

Assistant District Attorney 1989 – 1997 Special Counsel, Homicide Bureau 1994 – 1997 Prosecuted criminal defendants charged with murder and other, related crimes.

Senior Trial Attorney, Supreme Court Trial Bureau 1991 – 1994 Prosecuted criminal defendants charged with a variety of felony crimes including murder, robbery, rape, burglary, larceny and others.

Assistant District Attorney, Criminal Court, Grand Jury, Sex Crimes, Early Case Assessment and Investigations Bureaus 1989 – 1991 Assigned to various bureaus as part of standard one and one-half – two-year training and rotation period for all new Assistant District Attorneys. EDUCATION CASE WESTERN UNIVERSITY SCHOOL OF LAW, Cleveland, OH Juris Doctorate, 1989 DENISON UNIVERSITY, Granville, OH Bachelor of Arts, Political Science, 1986

KATHRYN KLINGENSTEIN, LCSW

EDUCATION

Ackerman Institute for the Family New York, NY Post Graduate Training Certificate, July 2014 Clinical Externship in Family Therapy

Fordham University School of Social Service New York, NY Master of Social Work, May 2010 GPA: 4.0, Phi Kappa Phi Honor Society Thesis: “Parenting Stress and Self-Efficacy as Mediators of the Relationship between

Child Externalizing Behavior Problems and Caregiver Depressive Symptoms”

Columbia University School of Law New York, NY Juris Doctorate, May 1993 Columbia Law Review, Harlan Fiske Stone Scholar

University of California at Berkeley Berkeley, CA Bachelor of Arts, Political Science, June 1986 Phi Beta Kappa, Magna Cum Laude

PROFFESSIONAL LICENSURE New York State Licensed Clinical Social Worker NPI New York City Medical Reserve Corps, Registered Mental Health Counselor

WORK EXPERIENCE, Social Work Private Practice New York, NY Psychotherapist, February 2017 – present

§ Treatment for individuals, couples, and families

NYC Counseling, LCSW, PLLC New York, NY Psychotherapist, February 2015 – present (part-time)

§ Treatment for individuals with anxiety, mood disorders, addiction, grief § Treatment for families and couples with relational difficulties § Clinical supervision of intern, LMSW, MHC-LP

Ackerman Institute for the Family New York, NY Clinic Associate, September 2014 – May 2017

§ Psycho-social assessment and treatment planning § Family and couples therapy, using Ackerman Relational Approach § Maintenance of clinical records and documentation of services provided § Observing Member of Faculty Project: Families and Serious Mental Illness

Hospital for Special Surgery New York, NY Department of Social Work Programs

REID CHASE

EXPERTISE/BACKGROUND Entrepreneurial, food and consumer products executive, with a Wall Street background, who has built and managed companies as well as implemented strategies for successful turnaround situations. Expertise in financial, operations and sales management. Developed brands and private labels in traditional and alternative channels working with the largest and best known food and specialty retailers, retail and foodservice distributors, and restaurants and hotels in the US. Experience working with Private Equity, Venture Capital and Investment Banks.

EXPERIENCE

CANE SIMPLE LIQUID SUGAR President/Owner May 2012 - Present A branded, all natural, individually packaged liquid sugar in various flavors. The only product of its kind. Sold in foodservice and retail formats.

Created and supervised the growth of a start-up company. Direct all aspects of finance, sales, operations and product development.

ACCOMPLISHMENTS • Secured Venture Capital financing. • Customers included major supermarket chains, retail distributors, restaurants, hotels and foodservice

distributors. • Developed and supervised in-house sales force and broker/distributor network.

EMPIRE CUSTOM CANDY President/Owner May 2012 - Present A candy and food importer and distributor for the food service segment of the hospitality industry.

Created and supervised the growth of a start-up company. Direct all aspects of finance, sales, operations and product development.

ACCOMPLISHMENTS • Secured Venture Capital financing. • Obtained "Approved Vendor" status at leading group purchasing organizations and national hotel

chains. • Developed and supervised in-house sales force and broker/distributor network.

REALLY COOL FOODS Board of Directors - Chief Commercial Officer March 2011 - January 2012

A $25 million manufacturer of fresh prepared, all natural foods, sold in individual and family meal formats as well as bulk to national and regional grocery, convenience and QSR chains.

Directed the commercial strategy, development and turnaround of the company, while overseeing sales, manufacturing and finance. Coordinated the company's refinancing and strategic partnership initiative, working with Investment Bankers, Venture Capital and Private Equity Funds. After losing almost $15 million per year, Break Even was projected for the First Quarter of 2012. Fiscal Year 2012 sales were projected to be 2X 2011 sales.

ACCOMPLISHMENTS • Sales increased 12% to $25 million. Restructured in-house sales force and broker network. • Margin increased 15% to 60%. Increased manufacturing efficiencies by focusing on core, profitable

customers and SKU's. Developed new supplier base. • EBITDA increased 69%. Freight dropped from 11% of sales to 5% of sales. The company was to

realize almost $1 million in labor savings over the coming 12 months.

ALTER EGO CONCEPTS President/Owner September 2009 - February 2011 A promotion company that developed custom programs for Fortune 500 companies. Created and directed the growth of a start-up company. Directed all aspects of finance and sales.

ACCOMPLISHMENTS • Developed manufacturing/sales partnership. • Profitable entity within six months. • Developed and supervised in-house sales force and broker/distributor network.

CODY-KRAMER IMPORTS President/Owner November 1994 - August 2008 A $20 million private label confections and snack company with customers in both traditional and alternative channels. Customers included Starbucks, Walgreens, Costco, Target, Trader Joe's, Victoria's Secret, Bath & Body Works.

Coordinated all aspects of daily management and long term growth of the company, including all financial matters, sales, marketing, operations and product development.

ACCOMPLISHMENTS • CKI grew from a $500,000 confections importer and distributor into a $20 million private label candy

and snack company. • Margins increased from 35% to 50%. • EBITDA increased to $4 million. • Developed and supervised in-house sales force and broker/distributor network. • Negotiated and implemented a candy licensing program with Snapple Beverages.

INSTITUTIONAL EQUITY SALES AND TRADING 1984-1994

BOARD MEMBERSHIPS Growing Up Green Charter School- Kindergarten - 5th grade NYC Charter School. Really Cool Foods- manufacturer of fresh prepared, all natural foods.

PageDaily- online source for stylish finds in fashion, beauty, health, fitness and living.

EDUCATION The George Washington University- Bachelors of Business Administration, Finance

KATE%HOOKER% % % % % % % %! ! ! ! ! ! ! ! ! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

E X P E R I E N C E

BLOOMBERG%L.P.,%NEW%YORK,%NY%%% % % % % % % % %%%%%% COUNSEL% % % % % % % % % % % % %%%%%%%%%%%%%2013,JAN.%2015% Review and analyze contracts with stock exchanges and third party contributors regarding data use and distribution across Bloomberg’s stable of financial and media products with an eye towards maximizing data utility while avoiding additional licensing fees; draft term provisions, amendments, and termination letters for data licensing contracts; advise internal business teams on contract-related issues; participate in negotiation process for new agreements and amendments. LEGAL%ANALYST/EDITOR% % % % % % % % % % %%%%%%%%%%%%2009,2013% Wrote and edited federal litigation content for Bloomberg Law, including legal news stories, case law analysis, and practical guidance tools; selected and curated news stories and court documents for BLAW’s Litigation Resources webpage; conceived of weekly litigation infographics and managed related design process; assisted with product strategy, business development, and marketing for emergent product seeking to disrupt the legal research market; managed team of contract attorneys in preparation of secondary source content; facilitated and developed client relationships.

CADWALADER,%WICKERSHAM%&%TAFT%LLP,%NEW%YORK,%NY% % % % % %%%%%%%%%%%%2003,2009% LITIGATION%ASSOCIATE;%SUMMER%ASSOCIATE%(2002)% Researched and drafted briefs and legal memoranda in complex commercial litigation matters pending in both federal and state courts and before arbitration panels; drafted and helped to coordinate sophisticated multi-party settlement agreements; managed large-scale ediscovery; assisted with pitches to prospective clients; communicated extensively with clients and opposing counsel; drafted pleadings and discovery requests; assisted with witness preparation and interviews. Certificates of Excellence for pro bono work in 2004 and 2005. Sample representations included over 40 internet companies in IPO Securities Litigation; major international financial institution in connection with Enron-related matters; commodities and futures exchange in case argued before the Supreme Court; bona fide purchaser of artwork that was subject of testamentary dispute; and federal death-row inmate seeking post-conviction relief. % NEW%YORK%UNIVERSITY%SCHOOL%OF%LAW%JUVENILE%RIGHTS%CLINIC,%NEW%YORK,%NY%—%LEGAL%AID% INTERN,%2002,%2003% Conducted client and witness interviews and investigations, drafted motions, made court appearances; solely responsible for juvenile defense case in Bronx Family Court. % INDIA%CENTRE%FOR%HUMAN%RIGHTS%AND%LAW,%MUMBAI,%INDIA%—%INTERN,%MAY,AUGUST%2001% Researched issues within the Indian legal system, including prisoners’ rights, sexual harassment, rape and rights of tribal people. Assisted in compilation of comprehensive report on the January 2001 earthquake in Gujarat. % BILL%BRADLEY%FOR%PRESIDENT,%INC.,%WEST%ORANGE,%NJ%—%SURROGATE%SCHEDULING%ASSISTANT,% COMPLIANCE%DEPARTMENT%STAFF,%AUGUST%1999,MARCH%2000% Managed travel and press schedules for politicians, athletes, and celebrities who endorsed Bradley’s candidacy. Assisted in organization of campaign events and debates. Prepared FEC campaign contribution reports.