Lesly Rivero Email & Phone Number

United States

New York City Metropolitan Area

- Manage the selection of exceptional candidates through all stages of DREAM’s interview process for a portfolio of school- and network-based roles- Execute on outreach and selection strategies - Consistently utilize systems to guide and track the effectiveness and efficiency of recruitment and selection strategies, in partnership with the talent operations team- Assist in the refinement of selection guidelines, tools, and processes to ensure that all teams are equipped with the necessary resources to hire top candidates, with a diversity and equity lens- Build and maintain relationships with candidates throughout the full hiring cycle, and strategically manage candidate relationships to ensure high offer acceptance rates- Create and manage strong partnerships with hiring managers and serve as a strategic partner in selecting the best possible talent for their teams, including advising on job descriptions, candidate profile, and selection processes- Create deep alignment with hiring managers to plan and lead recruiting efforts to ensure high offer rates, and collaborate to ensure high offer acceptance rates- Analyze recruitment metrics and feedback from hiring managers to advise on improvements to recruitment and selection strategies- Execute on talent outreach strategies to develop high-quality and diverse candidate pools for current and anticipated openings - May provide functional guidance, advice and/or training to new team members- May represent DREAM at public engagements, networking events, conferences, job fairs, and meetings, communicating compellingly about DREAM’s mission and model, and serve as a model ambassador for DREAM as a great place to work.

Bronx, New York, United States

Student Achievement Managers support the team to ensure all students, especially those with special needs, are receiving the services and support they need to be successful. Working closely with school staff and families to ensure that strong systems are built and utilized to track special education needs, intervention strategies, and assessment data over the course of the year. Developing a scope and sequence of professional development and training for instructional team members and service providers related to data tracking and the IEP process. Over the course of the year, push for student outcomes using data as a guiding force and upholding accountability.

Bronx, New York, United States

Reporting directly to the Principal, Sprint (SpecialEducation) Specialists work closely with School Leadership, teachers, scholars and families to oversee and manage the entire special education process to ensure scholars are being assessed and receiving the academic services necessary to meet or exceed grade level expectations. Representative Roles & Responsibilities- Day to day oversight of end-to-end special education process- Identification and segmentation of academic emergencies in need of additional supports based on assessment of quantitative and qualitative data- Execution of processes to obtain academic services including parental consents, assignment and tracking of academic interventions, referrals, monitoring of CSE actions, and CSE escalations as needed- For all referrals and re-evaluations, development of compelling fool proof cases to facilitate CSE approval of academic services required by scholar- Parental engagement throughout end-to-end process- Management of teachers around deadlines specific to securing and/or maintaining academic services for scholars- Document management including maintenance of special education paperwork and creation of schedules for related service providers- Day to day management of Sprint Associate, psychologists, and related service providers

Greater New York City Area

Education coordinators work to ensure teachers and leaders have detailed and current data to make fast, data-driven decisions and action plans to change scholar practice. This includes, but is not limited to: designing innovative and effective systems to track assessment, homework, and culture data for the school community; managing ongoing testing administration, including high-stakes testing for grades 3 and up; and supporting struggling scholars by creating systems and interventions.

Cleveland/Akron, Ohio Area

The Summer Treatment Program (STP) at Cleveland Clinic Children’s announces positions for summer teaching and internships for teachers, undergraduate students, or recent graduates in Education, Special Education, Psychology, and related fields. Positions are open for Developmental Specialists (teachers) and Developmental Aides for children with Attention-Deficit Hyperactivity Disorder (ADHD). The program provides treatment tailored to children's individual behavioral and learning difficulties and serves children ages six through fourteen . The STP is directed by Michael Manos, Ph.D., Head of the ADHD Center for Evaluation and Treatment (ACET) and Center for Pediatric Behavioral Health. The Summer Treatment Program provides treatment tailored to children's individual behavioral and learning difficulties. In 1993, the Summer Treatment Program was named as a Model Program for Service Delivery for Child and Family Mental Health as well as the model for the Multi-Site study in ADHD funded by the National Institute for Mental Health and United States Office of Education.Developmental Specialists and Aides manage the children's behavior in the classrooms using a point system that includes both reward components (earning points for work completion and accuracy) and response-cost components (losing points for violating classroom rules). Public recognition and praise are given for assignment completion and for work accuracy. In addition, staff members implement time out from procedures when a child exhibits intentional aggression, intentional destruction of property, or repeated noncompliance. Children receive a variety of assignments during the academic class, individualized according to each child's needs. In the computer -assisted classroom, children work on a variety of individualized academic skills, using computer-based instruction. In the art class, children work on a variety of projects, individually and cooperatively.

Geneva, Ny

Geneva’s graduation rate has slowly been increasing, but 13% of its senior students still fail to graduate on time. Those who do not graduate on time tend to live in poverty, have shorter life-spans, and have children who do not graduate high school as well. Alternative education programs are models of educating students with diverse learning needs. Our research is aimed at exploring different alternative education programs (AEP), which address the needs of at-risk students and are appropriate for the Geneva School District. As such, our goal is to propose programs which will help students meet the standards of success: decreasing the dropout rate, increasing academic achievement scores, improving attendance, and increasing engagement. By evaluating models of alternative education programs in different school districts, we developed a recommendation of possible AEPs that are viable and feasible for the Geneva School District to implement.

Geneva, Ny

Study Mentors are peer-facilitators who help first-year students make the transition from high school to college and help all students adjust to increased course workloads throughout students’ college careers. They are trained through an apprenticeship model and supervised by the Program Coordinator.Study Mentors offer academic time management using the Big Picture calendar (see sidebar), reading and note-taking strategies. They use a problem-solving approach to help students examine themselves as learners and guide students to utilize specific programmatic and institutional resources like Teaching Fellows, Writing Fellows, or Study Tables. In addition, Study Mentors model confident academic engagement and offer students a perspective that is real, responsive, and responsible.

Event Staff are students representing the Office of Student Activities who provide a positive peer security presence at student organized social events on campus. They work with social event hosts and Campus Safety officers to maintain a fun and safe environment at these events.

Geneva, Ny

For most of the summer, I worked with the Office of Community Engagement. My responsibilities involved secretarial duties and working with the HWS Summer Academy, which is a two week program provided by the colleges for low-income students who are driven to pursue higher education.http://www.hws.edu/dailyupdate/NewsDetails.aspx?aid=19694

Geneva, Ny

Christopher Melendez H’16 and Lesly Rivero WS’17 conducted a recreation model on the effects of dialogue. We became interested in the Race Dialogues course taught by Professor Khuram Hussain in conjunction with Geneva High School because of its involvement in the community and the goal of tackling controversial topics. In order to form our model, we attended regularly and created a proposal called “Race Dialogues After School” at the Boys and Girls Club. The proposal developed into or capstone project for our social justice studies minor and we have developed a 5-week lesson plan that is conducted once a week for a two-hour time block. The first week consisted of building strong interpersonal relationships by getting to know each other, playing fun icebreakers, and developing ground rules in order to create a safe space. We dived in racism and other oppressions in week two by providing an educational lecture and allowing discussion of how this is apparent in our daily lives. Week three followed the same theme in regards to talking about personal experiences along with watching and discussing clips of a documentary called “Cracking the Code.” The fourth week consisted of finding norms, beliefs, institutional practices, police practices, and laws that related to racism and creating a “web of oppression” as an activity. The last week would be watching links that would be relevant to popular culture, conduct strength activities, addressing community problems, and talking about successful movements in order to create a sense of empowerment.

Geneva, Ny

• Collect contact information from past participants of the Summer Academy• Conduct surveys over the phone and record data • Assist Professor Walter Bowyer to create a research report for a grant proposal

Geneva, Ny

For most of the summer, I worked with the Assistant Principal of Geneva High School. My responsibilities involved assisting in data collection efforts, conducting reports, proctoring exams, facilitating summer school programs, among other tasks. I also worked with the HWS Summer Academy, which is a two week program provided by the colleges for low-income students who are driven to pursue higher education.

Geneva, Ny

Our research site consisted of Camille’s Jamaican Restaurant, which was located in downtown Geneva. According to previous experiences with city council, the group in attendance lacks diversity, which is troubling because Geneva has a very large African-American and Hispanic/Latino population that is being underrepresented. This shows that the “right to the city” in Geneva is faulty and needs to be improved. Improving the “right to the city” will help the City Council achieve their goals because they are concerned about the Geneva community and its residents. The City Council members also mentioned how people were not willing to become involved, but this can be due in part by: the days/times meetings are held, the location of the meeting, the formal environment the City Council fosters, the lack of translators, the lack of childcare, the lack of refreshments/food, and the list can go on. With the increased involvement from those who are marginalized, the City Council can resolve issues that are not being heard, receive different opinions regarding resolutions, have a decreased workload, and increase the success of Geneva and its residents. Since we had our own views on why the right to the city was currently not being utilized or at maximum capacity, we wanted to see it for ourselves. This is a project that is of great importance since we found that even a business owner and someone who has a prominent role in the community was essentially clueless about a lot of things going on in terms of politics and more specifically, the Geneva Comprehensive Plan. Due to the lack of information and involvement of residents, a lot of residents feel like they have a lot to complain about and little influence on their environment. This research proved our hypothesis that Geneva residents would have very limited knowledge about the plan and little influence on large-scale changes, despite their close involvement in the community itself.

Geneva, Ny

With the Intra-Fraternity Council’s agreement for Fraternities to refrain from hosting open-campus parties as our independent variable and safety as our general dependent variable, our research team had to fit the method of natural experiment. We coded our independent variable as “IFC non-existent” for when the Intra-Fraternity Council’s agreement was not in effect and “IFC existent” for when it was. The attributes to the independent variable would be the dates September 1 to October 30 of 2013 for “IFC non-existent” and September 1 to October 30 of 2014 for “IFC existent.” The dates were chosen due to the timeline that existed for the IFC agreement starting the first day of classes (September 1) to the last day the agreement was in effect (October 30) in the year 2014. The same dates were used for last year as well in order to compare both situations. As for the dependent variable, we were mostly interested in safety and wanted to focus on the specific first year class. The multiple dependent variables are as follows: write ups of underage drinking in dorms, property damage, student violence, sexual assault, and actual drinking. Write ups of underage drinking in dorms was conceptualized as students who are written up by Campus Safety or their Resident Assistants due to the consumption or possession of alcohol in the resident halls of Hobart and William Smith Colleges. As for property damage, we conceptualized it as the number of incidents reported of damage and student violence would include the reported incidents of potential physical harm, verbal abuse, or harassment including aggressive behavior like pushing, punching, and excessive yelling. Sexual assaults would also be reported incidents of forced or coerced sexual activity unto a person who did not consent. Finally, actual drinking was conceptualized as the level of alcohol consumption that result in a need for a transport to Geneva Hospital.

New York, New York

• Work on state legislative battles such as the organization of worker’s unions• Plan and participate in direct actions (ex: marches, protests, rallies)• Build relationships with community, labor, and religious organizations• Be flexible, adaptable, open-minded, and humorous

Hobart And William Smith Colleges

Bachelor'S Degree, Psychology And Sociology Double Major, Graduate

Activities and Societies: Member, William Smith Laurel Society Member Psi Chi Honors Society President, Program Coordinator, and Treasurer.

Biology, General

Activities and Societies: I was part of the Women in Science Program to work towards increasing the amount of women in STEM disciplines.I.