CCCF Staff and Board

Harvey Pressman:

Harvey Pressman
Harvey Pressman

From 1996 to 2002, he successfully initiated and then managed a $6.5 million federally-funded Technology Innovation Challenge Grant program for the Berkeley Unified School District. Prior to that, he had managed three separate, large-scale, federally funded demonstrations of technology integration in public school classrooms. Pressman has also directed employment programs for people with disabilities, disseminated them around the country, and written extensively about them.

 Among the titles of the 15 books he has published over the past four decades are: Making An Exceptional Difference: Enhancing the Impact of Microcomputer Technology on Children with Disabilities; Integrating Computers in Your ClassroomAccommodating Learning Styles in Elementary Classrooms; New Schools for the Cities; and Linking School and Work. He also published some 45-50 journal articles, and written numerous technical reports, proposals, evaluation studies, research reports, etc. During the 1980’s, he was the Technology Editor of Exceptional Parent Magazine, and he has served in editorial capacities for several other publications.

While serving as Assistant Professor of History at Tufts, Pressman directed and provided instruction in a 6-week summer institute for teacher of the disadvantaged. He also served as Director of the Tufts Upward Bound Program (disadvantaged secondary students) and of a Tufts University “storefront school” for disadvantaged secondary students in the inner city. He also taught an undergraduate course in teaching in the inner city. His experience as a faculty member in a Graduate School program serving mid-career educators has also given him an extensive background in structuring professional development activities for adults.

In 1961, Pressman helped initiate Peace Corps activities in Asia as the Associate Peace Corps Representative to the Philippines where, among other duties, he directed the in-country training of PC volunteers for their roles in Philippine classrooms. He later devised and directed an 8-week pre-college training of low-income inner-city secondary students at Brandeis.. He has published extensively on the subject of education for children with disabilities and with economic disadvantages, as well as on the topic of inclusion of children with disabilities in regular classrooms and on integrating technology into the teaching and learning of children with disabilities, and has extensive experience in promoting the replication of projects that he has developed in one area to other areas. In his work for Volunteers in International Technical Assistance (VITA), he created a model of support for self-help NGOS in Boston, which he later helped replicate in Houston, San Francisco, and Washington, DC.

As director of an employment training programs for people with disabilities in Massachusetts, Pressman coordinated the replication of the successful WORC model in Seattle, Minneapolis and New Hampshire. As Director of the COMPUCIDS Project for the Alliance for Technology Access, he developed and disseminated a model for using technology as a means to support the classroom inclusion of children with special needs in Tennessee, North Carolina, California, the state of Washington and several other states.

After developing and directing the pre-college institute for inner-city secondary students from Boston, Pressman became chief-consultant to the US Office of Economic opportunity for the creation and development for the national Upward Bound program, where he drafted the original project design and then founded and edited the first national Upward Bound newsletter.

Pressman also has extensive experience in the evaluation of educational projects. He has taught graduate school courses in educational evaluation, served as an evaluation consultant to the U.S. Office of Education, reviewed in-service institutes for teachers and consulted for the Office of Economic Opportunity,  evaluating model city and Upward Bound projects. He also has served as a program evaluator for state-funded  projects at Harvard University, Massachusetts College of Pharmacy and several other Massachusetts colleges.

Throughout his career, Pressman has demonstrated an ability to advocate for the spread of projects he has created in one area to other areas. In addition to his work with Upward Bound, Work Opportunities for Retarded Citizens (WORC) and Volunteers in  Technical Assistance (VITA),  he successfully advocated for the expansion of the WORC employment training model through the U. S. Social Security Office, for the expansion and funding of a work training program for women on welfare with the Massachusetts legislature, and for the broad replication of the technology integration that he created for the Arlington Public schools in Massachusetts into a $6.5-million-dollar demonstration for the entire Berkeley Unified School Districts system. For 10 years, in the 1980s, he served as a member of the education task force of the Southern Education Foundation, one of whose major goals was the training of more African-American teachers for American schools. His other experience includes:

Education:
     1. Graduate School of Arts and Sciences, Harvard University, M.A.,1965.
     2. Brandeis University, B.A. (Phi Beta Kappa), 1958.
     3. Boston Latin School, 1954.

Employment History, 1993-2016:

     1. President, Central Coast Children’s Foundation, Inc., 2002-Present. Nonprofit tax-exempt foundation which provides technical and financial assistance to nonprofit agencies, individuals and others serving the needs of children with disabilities and children from low-income families on the Central Coast of California.

     2. Director, Teacher Led Technology Challenge (TLTC), 1996-2002. Berkeley Unified School District. Federally-funded, $6.5 million (D.O.E.), multi-site, demonstration in fifteen different schools. Demonstration of ways to use technology as a tool to integrate technology in regular classrooms (prekindergarten to grade eight). Designed project, wrote proposal, directed project, supervised evaluation and finances, etc.

     3. Technology Integration Specialist, Hardy School, Arlington, MA. Director of federally-funded classroom computer integration and teacher technology training project, 1992-1995. Designed project, wrote proposal, directed project, supervised finances.

     4. National Director, Alliance for Technology Access (ATA) Computer Classroom Integration Demonstration (CompuCID), 1990-1993. Federally-funded (D. O. E.), multi-state, demonstration in six different school systems (rural, urban, inner-city, multiracial). Demonstration of ways to use technology as a tool to integrate students with special needs in regular classrooms. Designed project, wrote proposal, directed project, supervised finances, administered subcontracts with six non-profits around the country, hired and supervised consultants, and served as liaison to third party evaluator.

     5. Contributing Editor, Children’s Advocate, 1987-1993, Oakland, CA.

  1. Technology Editor, Exceptional Parent Magazine, 1985-1988.

    Educational Evaluation Experience (Sample):

    1. Graduate School of Education, Antioch University, Cambridge, MA. Taught courses in “Evaluation of Educational Projects,”  Principal Investigator, Antioch Inner City Schools Project.

    2. Harvard University, Cambridge, MA. Principal Investigator, Harvard/Boston High School Pairing, funded by MA Dept. of Education.

    3. United States Office of Education, Evaluation Consultant, ESEA Title I.

    4. Principal Analyst, National Evaluation Design, Youthwork, Inc., 1979. Headed up the evaluation design team and served as Acting Director during the start-up phase.

    Minority Education:

    1. Director, Tufts Storefront School, Roxbury, MA.

    2. Director, Tufts Upward Bound, Medford, MA.

    3. Course Instructor, “Innovation in Inner City Education,” Tufts University.

    4. Course Instructor, “Power in the City”  (Adult Education), 1967. Tufts in Roxbury.

    Management of Large Scale Educational Projects:

    Project Director, Regional Educational Laboratory, Educational Development Center (EDC), Newton, MA, 1967-68 (4 state, 4-site federally funded educational innovation project focusing on inner city and poor rural schools.)   Administered subcontracts with four non-profits and school districts in four different Northeastern states, hired and supervised consultants, and designed the outcomes evaluation.

    Publications:

    A.  Books:
  • Pictures That Talk. Attainment Company, 2005. (Spanish and English Editions)
  • Linking Technology and Literacy: Practical Approaches to Helping Elementary Students Learn To Read and Write. ACI Press, 2003.
  • AAC Idea Book: Creative Ways to Use Talking Photo Albums. ACI Press, 2002.
  • Accommodating Learning Style Differences in Elementary Classrooms. Harcourt Brace College Division, 1995. 
  • Integrating Computers in Your Classroom. Series of eight books, including Secondary English and Secondary Math, 1994. HarperCollins College Division, 1994. (Principal Author)
  • Making an Exceptional Difference: Using Technology in Programs for People with Special Needs. Exceptional Parent Press,1988.
  • Reading Success for Your Child: A Message to Parents about Reading.  D.C. Heath (Collamore Press), 1987.
  • Linking School and Work. Youthwork, Inc. (Model School-To-Work programs),1982.
  • Manual of Practical Fund Raising, Volunteers for International Technical Assistance, 1971.
  • New Schools for the City. New Community Press, 1968. (Charter School Manifesto)

    B.  Articles (Sample):

    1. “Learning in Our Schools: Where Are We Heading?” in Log On or Lose Out: Technology in 21st Century Teacher Education. AACTE Publications, 2000.

    2. “Technology and Inclusion” in Lipsky, D. Inclusion and School Reform: Transforming America’s Classrooms. Paul H. Brookes, 1997.

    3.  “Minority Teachers in America: New Strategies for Change,” in Garibaldi, A., Innovations in Teacher Preparation, National Education Association, 1988.

    4 . “New Roles for Parents,” The Exceptional Parent, February, 1987, 36-40.

    5. “The New Racism in Education,” Social Policy, June, 1985.

    6. “Schools To Beat the System,” Psychology Today, April, 1968, 58-63.

    7.  “Keep Moving, Where?” Integrated Education, IV, 5, 1967. (On Office of Economic Opportunity Follow Through Project)

    Employment Projects:

    1. Director, TEE Supported Work for Welfare Recipients, Southeastern MA, 1982-84.

    2. Director, Work Opportunities for Retarded Citizens (WORC), Boston, MA, Nashua, NH, and  Minneapolis, MN, 1980-82.

    3. Act Together (National Employment Demonstration for Adjudicated Youth), Acting Director, Washington, DC. Set up a new national organization to run a U.S. Justice Dept. demonstration program in approximately 30 states, and developed the national evaluation design. 1981.

    4. Youthwork (National School to Work Demonstration), Acting Evaluation Director. Set up a new national organization to run a U.S. Labor Dept. demonstration program in approximately 35 states, developed the national evaluation design, and acted as first Director of Evaluation. 1979-1980.

    Other Related Experience:

    1. Assistant Professor of Education/Director of Evaluation, Antioch Graduate Center, 1973-1977, Cambridge, MA.

    2. Director, Regional Educational Laboratory,  Educational Development Center, Newton, MA. 1967-1969.

    3. Program Director, Lincoln Filene Center for Citizenship and Public Affairs/ Assistant Professor of History,  Tufts University, Medford MA. 1964-67.

    4. Courses in Educational Evaluation, Teaching Special Needs Students, Teaching Reading and Writing,   Antioch Graduate Center, 1973-1976.

    5. Course in Educational Planning for Low-Income Students (for Superintendents of Schools, Cumberland County, Maine. St. Joseph’s College, Maine, 1968-1969).

    Public and Community Service:

    1. Associate Peace Corps Representative to the Philippines, 1961-1962. As the fourth Peace Corps staff person posted to Asia, conducted in-country training of the first wave of Peace Corps volunteers, established policies, negotiated job placements, etc.

    2. Director, Volunteers for International Technical Assistance (VITA) Inner City Tech Support project, Boston, 1968-1971. Directed project supporting scores of community-based organizations serving inner city communities. Supervised project replication in D.C., Houston, and San Francisco.

    3. Member, Education and Employment Advisory Panel, Southern Education Foundation.

    4. Board President, New England Community Development Corporation. Non-profit entity designing and initiating health, education and welfare programs in low-income areas of Boston (e.g., first Head Start program in Boston)

 

Sarah Blackstone

Sarah Blackstone
Sarah Blackstone

Sarah W. Blackstone, PhD, CCC-SLP, is president of Augmentative Communication, Inc. She has authored multiple texts in the augmentative and alternative communication field as well as articles in Augmentative Communication News and other publications. She is a partner emerita of the Rehabilitation Engineering Research Center on Communication Enhancement where she  coordinated the patient/provider communication group. Dr. Blackstone has practiced at Johns Hopkins Medical Center in Baltimore, Maryland, and in a private practice that serves children and adults with complex communication needs. She currently serves on the advisory committee in communication for the National institutes of Health, and is the lead author on the recently published: Patient-Provider Communication, Roles for Speech-Language Pathologists (Plural Press)

Sarah Blackstone, Ph.D. is the President of Augmentative Communication, Inc., which publishes Augmentative Communication News (ACN) and Alternatively Speaking(AS). Distributed worldwide, ACN and AS provide the latest information on hot topics in the field, discussion of vital issues for AAC stakeholders and news from the AAC community. Dr. Blackstone is also a past-president of the International Society of Augmentative and Alternative Communication (ISAAC), and its first Distinguished Service Award Recipient. She served a partner and management team member in the current RERC on Communication Enhancement, and has authored multiple chapters, texts, and articles in the AAC field.

Dr. Blackstone, a Speech-Language Pathologist who specializes in AAC and has practiced for many years, recognizes that children with Cortical Visual Impairment(CVI) AND Complex Communication Needs (CCN) continue to present unique challenges to the field of AAC because it relies so heavily on visual modes of communication. This project has been an effort to encourage a more systematic, nuanced approach to understanding and supporting children with CCN and CVI and to help discard prevailing myths in the treatment of this group.

Sarah Blackstone has over 40 years of experience in working with, writing about and doing research with issues relating to children with disabilities. For 20 years she served as the publisher, editor and principle author of an international newsletter summarizing research relating to communication impairments for practitioners around the world. She also served as publisher and editor of a second newsletter written by people with disabilities about their knowledge and experiences in the field.

Blackstone also devised, developed and directed two international conferences on outcomes research in the field of disability in the 1990s and has subsequently published several articles on this topic. She has also served as the President of the International Society of Augmentative and Alternative Communication and is a fellow of that organization. She has created and disseminated two assessment instruments for children with communication impairments one of which has been translated into 14 different languages.

Earlier in her career, she served as the director of speech language pathology at the Kennedy Institute at John Hopkins, and, during that time, was selected as Clinician of the Year for the State of Maryland. She also has Director of Federally-funded projects for the American Speech and Hearing Association and, during that time, was the author and editor of the first text in AAC. For the past 20 years, she has served as a member of the Board of Directors at the Bridge School, and she is a member of the oard at a number of other organizations including the CCCF, the U.S.  Society for AAC (USSAAC) and the Community Emergency Response Volunteers (CERV) of the Monterey Peninsula.  

 

 
Larry Cuban

Larry Cuban
Larry Cuban

Larry Cuban is a long-time member of the Board of Directors of the Central Coast Children’s Foundation and is a Professor of Education Emeritus at Stanford University. He has taught courses in the methods of teaching social studies, the history of school reform, curriculum, and instruction, and leadership. He has been faculty sponsor of the Stanford/Schools Collaborative and Stanford’s Teacher Education Program.

Cuban’s background in the field of education prior to becoming a professor includes 14 years of teaching high school social studies in ghetto schools, directing a teacher education program that prepared returning Peace Corps volunteers to teach in inner-city schools, and serving seven years as a district superintendent.

Trained as an historian, he received the B.A. degree from the University of Pittsburgh in 1955 and the M.A. from Cleveland’s Case-Western Reserve University three years later. On completing his Ph.D work at Stanford University in 1974, he assumed the superintendency of the Arlington, Virginia Public Schools, a position he held until returning to Stanford in 1981. Since 1988, he has taught three times in local high schools semester-long courses in U.S. History and Economics.

His major research interests focus on the history of curriculum and instruction, educational leadership, school reform and the uses of technology in classrooms. His books include: Oversold and Underused: Reforming Schools through Technology, 1980-2000 (2001); How Scholars Trumped Teachers: The Paradox of Constancy and Change in University Curriculum, Research, and Teaching, 1890-1990 (1999);Tinkering Towards Utopia (with David Tyack), 1995; The Managerial Imperative: The Practice of Leadership in Schools (1988); Teachers and Machines: The Use of Classroom Technology Since 1920 (1986); How Teachers Taught, 1890-1980 (1984); Urban School Chiefs Under Fire (1976); To Make a Difference: Teaching in the Inner City (1970).