Transfolios, Inc., 2012 SBIR Phase 1 RFP Education Grant

U.S. Department of Education
Institute of Education Sciences
SMALL BUSINESS INNOVATION RESEARCH PROGRAM
PHASE I
PROGRAM SOLICITATION FOR FY 2012
REQUEST FOR PROPOSALS
RFP Number: ED-IES-12-R-0006
Project: The Interactive Transcript
transFOLIOS, Inc.
Joseph Greenberg,
Principal Investigator
Date: February 20, 2012
PO Box 4691
64 Gunderman Road
Ithaca, NY 14850
p. 888-310-9833
www.transfolios.com
DUNS #: 078394765
Project Team
David Furber, CTO
Joseph Greenberg, CEO
Lee Kaltman, CFO

IES SBIR 2012 Phase I RFP
ii
 PRIORITY 1: Education technology products used by students or
teachers (or other instructional personnel)
 PRIORITY 2: Education technology tools used by researchers
Abstract
In many ways, schools have been slower than almost any other industry or institution to evolve with the
steady advancement of technology. The content and composition of the conventional school transcript
is a prime example of this stagnation. Utilizing the tools of computer technology and web 2.0
capabilities, it is time to revolutionize the traditional school record of narrowly defined grades to a
much more engaging, comprehensive learning platform/transcript-portfolio that actually serves as a
hub of student learning and activity.
In dynamic, fashion, transFOLIOS provides a focused showcase of individual students’ learning
experience in and out of a school setting, enables teachers to creatively differentiate their curriculum,
and provides moderated access to parents and approved guests. This new system will provide students
and teachers the ability to easily monitor progress using authentic standards-based means that offer
insight on individual or specified cohort progress. While geared to support the work in schools among
educators and students, transFOLIOS is able to also powerfully address the expectations of
accountability set forth by governing bodies at the local, state, and federal levels. Unlike the outdated
conventional school record, the interactive transcript becomes a precious liberating touchstone that
stands to transform how we look at the learning experience of the 21st century learner.!
Small Business Certification –
Does the offeror certify that it is a small business concern and meets the definition as stated
in the program solicitation or that it will meet that definition at the time of award?
 Yes  No
• Socially and Economically Disadvantaged SBC Certification –
Does the offeror qualify as a socially and economically disadvantaged SBC and meet the
definition as stated in this program solicitation?
 Yes  No
• Woman-owned SBC Certification –
Does the offeror qualify as a woman-owned SBC and meet the definition as stated in this
program solicitation?
 Yes  No
• HUBZone-owned SBC Certification –
Does the offeror qualify as a HUBZone-owned SBC and meet the definition as stated in this
solicitation?
 Yes  No
• Service Disabled Veteran Owned Small Business Certification –
Does the offeror qualify as a Service Disabled Veteran Owned Small Business?
 Yes  No

iii
• Manufacturing-Related Project Certification –
If R/R&D from an eventual Phase II award leads to a completed product or tool, is it possible
that this product or tool will be manufactured (e.g. production) on a wide scale basis?
 Yes  No
Statements
• Duplicate Research Statement –
The offeror and/or principal investigator has not submitted proposals/proposals for
essentially equivalent work under other Federal program solicitations has not received
other Federal awards for essentially equivalent work
• Disclosure Permission Statement –
Will the offeror permit the Government to disclose the title and technical abstract page of
the proposed project, plus the name, address, and telephone number of the corporate official
of the offeror’s firm, if the proposal does not result in an award, to concerns that may be
interested in contacting you for further information?
 Yes  No
Legend
SBIR Rights Notice (Dec 2007)
These SBIR data are furnished with SBIR rights under Contract No. To Be Determined (and
subcontract _____, if appropriate). For a period of 4 years, unless extended in accordance with
FAR 27.409 (h), after acceptance of all items to be delivered under this contract, the Government
will use these data for Government purposes only, and they shall not be disclosed outside the
Government (including disclosure for procurement purposes) during such period without
permission of the Contractor, except that, subject to the foregoing use and disclosure
prohibitions, these data may be disclosed for use by support Contractors. After the protection
period, the Government has a paid-up license to use, and to authorize others to use on its behalf,
these data for Government purposes, but is relieved of all disclosure prohibitions and assumes no
liability for unauthorized use of these data by third parties. This notice shall be affixed to any
reproductions of these data, in whole or in part.
Confidential Proprietary Information
These data shall not be disclosed outside the Government and shall not be duplicated, used, or
disclosed in whole or in part for any purpose other than evaluation of this proposal. If a contract
is awarded to this offeror as a result of (or in connection with) the submission of these data, the
Government shall have the right to duplicate, use, or disclose the data to the extent provided in
the contract and pursuant to applicable law. This restriction does not limit the Government’s
right to use information contained in the data if it is obtained from another source without
restriction.

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Project Narrative – Technical Content
1. Significance
a. Problem
Change is the constant of our modern society, and it seems that the pace of our ever-changing
world is set at warp speed. Interestingly, our country’s institutional model of school remains the
aspect of our 21st
century world that most closely resembles the Industrial Age era from which it
was born. The fact that the goal of schools is to prepare our children for their future yet we are
educating them using out-dated methods from our past is disconcerting on many levels. Meeting
the educational needs of the modern-day learner requires a profound paradigm shift from the old
teacher-led rote instructional model to a more dynamic student-driven approach; one that allows
the learner more control and autonomy at setting their own compass for their educational
journey. It has been shown that by empowering students with more self-direction, intrinsic
engagement and ownership with their education the results are more often more impressive and
relevant evidence of achievement and success. Harnessing enriching ways that allow students the
ability to authentically demonstrate their growing knowledge and skills, both in and out of school,
speaks to the heart of defining what it is to become a 21st century learner. transFOLIOS aims to
equip the 21st
century school and its students and teachers with a powerfully liberating, multi-
dimensional set of tools that advances and redefines how education is experienced, shared and
measured.
!
Portfolio
Performances, Presentations,
Projects, Reports,
Teacher/Mentor Rubrics &
Evaluation, Self-Reflections
!
!
Summary
of Experience
Courses, Independent Study
Community Service,
Internships, Etc.
STUDENT
Biography
&
Intro. Video
Interactive
Transcript Framework
Parent-Caregivers
Permitted access to child’s
portfolio, course syllabus,
assignments, scoring rubrics,
evaluations,/grades, etc.
!
!
!
Teacher/School
Teacher bio, course
syllabus/expectations,
assignment calendar.
Access to student portfolio
and ability to
comment/evaluate/grade.
Potential Colleges
& Employers
Permitted access to student
portfolio, evaluations,
expanded transcript that
includes academic record,
service, internships, projects
Peers & Partners
Permitted access to peer’s
portfolio, as well as specific
projects that are being
collaborated on together.
!
!
!
School
Requirements,
Learning
Benchmarks & State
Standards
Clear outline of required
courses and experiences
aligned with school-based
benchmarks related to
learning standards.
!
Security &
Storage
System will include
appropriate permissions
and restrictions to
protect student identities
and their work. Secured
capacity to maintain and
archive student records
will be embedded within
the framework of the
system.

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b. The product, its implementation, and the intended outcomes
OVERVIEW OF FEATURES FOR INTENDED USERS
In a very real sense transFOLIOS allows students to start their day and report to their school’s
“home room” via an online customizable learning e-dashboard from their very own bedroom. By
logging onto their own personal mobile electronic-computer device (laptop, tablet, smart phone,
etc.) students using transFOLIOS will have officially begun their school day from home and are
able to easily access their world of learning —including their schedule of commitments either at
school or out in the community for place-based learning opportunities. They will see messages
posted by teacher-mentors from enrolled courses and others facilitating aspects of their diverse
educational program, as well as a timeline of pending due dates for assignments, links to resources
that either they have tabbed or others have recommended. This dashboard will also be where
students are able to submit completed assignments for review, send messages to their teaching
mentors and to fellow learners they may be collaborating with on a team project or study group.
Students will also have ready access to real-time to their interactive transcript that will provide
their current status towards meeting school requirements and specific learning standards they are
expected to demonstrate having satisfactorily met. A dynamic digital portfolio feature is also
central to transFOLIOS and it is unique in that it will also have capability to configure customized
presentations of selected work that can be shared both live or remotely and allow for viewer
comments and feedback.

3
transFOLIOS is also a powerful tool for teachers, and in many ways serves to evolve their role
into a mentor-coach for their students as they facilitate more self-guided learning. transFOLIOS
offers teachers their own similar dashboard that allows them to view progress of their students,
collect and review completed work posted, correspond individually with students or post
messages and assignment updates to a whole class. When fully utilized, teachers can actually
prepare and share video lessons and lectures for students to view outside of class, and then use
scheduled class meeting times differently and more effectively by engaging students in group
discussions and activities. (This is also a great option for students who are absent from class to still
have access to core learning concepts and content.) transFOLIOS is equipped with an easy to use
checklist of all the learning standards so that assignments can be linked and then noted on
students’ interactive transcript. This feature also allows teacher-mentors to track and monitor
specific standards students have mastered or need additional instruction and time to practice and
learn, either individually or by class.
The value of transFOLIOS is also realized by school leaders who have a dynamic tool that can
generate necessary and useful data reports from their administrative dashboard. It can give broad-
stroke overviews of how particular cohorts of students are progressing relative to specific
standards or other groupings of students in the school, district, state, etc. It also provides

4
opportunities to review teachers’ lessons and their approach to supporting learning towards
targeted standards. transFOLIOS can also serve as a solid and reliable communications tool to
share messages with selected stakeholders about news and issues related to the school.
transFOLIOS also opens up access to parent-caregivers of students who we know are integral
partners in scholastic success of young people. The parent dashboard offers a powerful and
informative view of a child’s learning experience. The ability to view select lessons and lectures,
actual assignments with due dates and the status of completion allows parents to be involved in
supportive, as well as easily communicate with their child and teachers. Monitoring their child’s
out-of-school learning too proves to be insightful, including service learning, co-curricular, jobs,
etc. Parent-Caregivers can also be invited to view their child’s e-portfolio and offer comments, and
see progress being made towards learning standards and other school requirements.

5
IMPLEMENTATION
In order to bring the transFOLIOS experience to the aforementioned school-based stakeholders
first requires presenting to a cross-section of representatives the expansive tools offered, and to
field questions and learn more about the specific needs and wants of a particular school setting.
This allows a wide range of customization to suit the preferences of the client-school. Working
closely with a school’s administration and information technology personnel, transFOLIOS
implementers would focus on having all assigned students and staff populated into the system and
provided with secured access credentials, as well as comprehensive training on how to navigate
and use the system. Designed to be quite intuitive and easy to use, built-in tutorials would still be
provided for users as well as quick-action help lines and tech. support.

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c. Theoretical and empirical support, and the theory of change
transFOLIOS is more than just a multi-faceted educational technology product that is aimed at
simply making the current structure of school more convenient and efficient, but actually it is
believed to help open a needed paradigmatic transformation for the entire institution of education,
from pre-kindergarten through higher education. The fact is that the current construct of school is
still built on an assembly line model that at best is obsolete, and at worst is contributing and
perpetuating many of the widespread social ills and inequities that exist in the United States. We
are now ten years into enacting a piece of legislation, The No Child Left Behind Act, that is
proving to be leaving more children behind than ever. While there may have been a genuine
commitment to improve the quality of teaching and learning in schools through NCLB, there are
many reasons why it is destined to not yield the intended outcomes sought. First and foremost is
that its designed metrics for gauging progress and success is faulty and punitive. The emphasis on
standardized testing is excessive and has led to uninspired teach-to-the-test curriculum being the
sole focus of too many schools, mostly those in disadvantaged communities. It is time to stop
disenfranchising young people and the committed teachers who strive to foster a love of learning.
It is not uncommon for policy makers to look internationally at countries that are said to be
outperforming our own in terms of academic achievement, but what is often overlooked is that
several of these nations (Finland is the most telling example) place much more trust in and respect
for teachers and professionals and invest in them the resources that allow them to create and
collaborate inspiring and engaging school environments that emphasize learning over testing.
With all that said, the theory of change transFOLIOS offers is that of liberation and reclamation
for teachers and students to take back their schools from those holding competing and conflicting
agendas and to restore the focus to that of genuine teaching and pure learning. transFOLIOS is
built on a concept of total transparency which purposefully also calls for greater and more
authentic forms of accountability. The theory of change continues with the understanding that
people are different and learn in different ways and different rates, and the transFOLIOS system is
being built with this in mind. While students using trasnFOLIOS are held to the same high
standards of learning, they are respected enough to be permitted to demonstrate their skills and
knowledge through multiple pathways—sometimes using conventional methods, while at other
times via approaches that are equal or better representations of learning, and certainly
transcending the myopic standardized testing route.
d. Related R/R&D by the project team
The bulk of the current research related to the transFOLIOS business/project has been conducted
through qualitative means. One on one interviews with teachers across grade levels, school
administrators, parents and students discussing their views and school experience as it relates to
grades, report cards, transcripts, assessment, organization, communication, and recognition for
experiences beyond those had in a school setting. The combined feedback of the shortcomings
and the desires has greatly informed the current development of transFOLIOS. Numerous
meetings were also held with web designers and coders, as well as potential investors to vet the
idea and to get both technical and business perspective and counsel. A recently facilitated
workshop and presentation in New York City of an early mock-up of the transFOLIOS model to a

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focus group of educators from a diverse array of schools also garnered invaluable insights and
questions (associated to cost, access to devices and internet, etc.).
e. Similar products or typical practices
The transFOLIOS team has committed to staying current with existing products that purport to
offer similar services as those we offer. While there are some products on the market that
provide associated features to the ones that will be integrated into our system, most appear to be
one dimensional and built on older platforms that are not designed for multiple devices. Examples
of some existing vendors offering ed. tech. products include e-portfolio sites such as Digication,
Richer Picture, Sakai, and Mahara. Class communication and assignment portal products come
from providers like Blackboard, Desire2Learn and Project Foundry. While some have some
compelling features, most are not as user-friendly or compatible with one another, and the cost to
use one or more of these products is often cost prohibitive for budget-conscious schools.
f. Potential commercial application
transFOLIOS is poised to launch a successful commercial application due to its deliberate
approach to beta-testing the comprehensive system with the multiple set of target users—
students, teachers, school leaders, parent-caregivers, as well as external users such as college
admission offices and potential employers. The success of transFOLIOS is believed to be a result
of providing a multi-dimensional learning system that includes an expansive list of compatible
features that allow teaching and learning to transcend the school day and schoolhouse walls. The
intent is to have the associated costs to access the system be accessible to any school that want to
offer it to their learning community. While a commercial enterprise, the transFOLIOS team are
educators and parents that want to provide this product and service as much for the social/public
good that we believe it offers than for any profitable gain we may earn. As such, the pricing
structure for transFOLIOS is designed to ensure that it is widely used in all the various
school/learning settings that exist and want to implement its use to help be part of the revolution
that helps define what 21st
century education means. As for a price point, we are forecasting the
average cost per student to be $10.00 per academic year, and we will extend services for free to
students upon leaving their school.
2. Phase I Technical Objectives
a. Phase I R/R&D objectives
The primary objective of Phase 1 research and development is to place our initially developed
prototype (currently under construction) into a select number of different school settings and
working closely with the various users of the transFOLIOS system to generate informed feedback
and insight based on field-tested experiences. If feasible, the research team will provide devices to
users who need the equipment and also work to help supplement costs associated with internet
access when needed.

8
In addition to the support to beta-test user sites, the other main objective of the Phase I research
will be focused on continued product and business development. The product design team will be
using the results of the beta-test feedback to continuously integrate into system improvements.
On the business development side, the research will remain on studying existing product
development of competitors, as well as demonstrating the product to potential investors who we
believe will be interested in supporting this venture.
b. Project period
Having completed a demo mock-up of the initial transFOLIOS system, the product development team
is already in the process of meeting with various school leaders who have expressed great interest
in the product. We plan to be very selective in determining which schools would serve as ideal
beta-test sites. We are also in the process of vetting a team of skilled coders and designers to
build the beta-test prototype that we will be offering to our field research schools. We will begin
to actively work with school leaders, I.T. staff and teachers towards the end of this current 2011-
12 school year and continue through the summer training, tweaking and setting-up for the beta-
test implementation pilot with students at the start of the 2012-13 academic year. Throughout the
fall quarter we will arrange to meet regularly with the various stakeholders to garner feedback on
problems, concerns suggestions, etc. This continuous feedback loop will result in constant upgrade
construction on the transFOLIOS system.
TIMELINE:
May 15th: Up to10 field research school sites selected and confirmed.
Early June: Initial meeting/workshop with staff representatives from field schools.
Mid-June: transFOLIOS prototype access given to pilot teachers, school leaders.
Early July: Follow-up session with pilot staff; Q & A, feedback.
Late July: Follow-up session with pilot staff; presentation of suggestions implemented into
system.
Mid-August: Populating of students into system, access credentials generated; joint mailing sent
to students’ families about transFOLIOS.
Beginning September: Beta-test in full implementation; fielding questions/providing support.
Mid-September: Stakeholder focus group meetings to offer initial feedback Q&A, suggestions.
Mid-October: Focus group meeting to present/discuss suggested improvements, Q&A.
Mid-November: Focus group meeting to present/discuss suggested improvements, Q&A.
December: Phase 1 beta-test complete. Field test survey and evaluation conducted. Celebration.
3. Phase I Work Plan
a. Development of the prototype
The prototype is scheduled to be research-ready by June 2012. Our Chief Technology Officer will
serve as the lead product design architect, working with a product development team of qualified
coders and designers to create the prototype over the course of the next 3-4 months. It will be
quality-tested throughout development and ensured ready for research implementation by June.

9
In the interim, as the prototype is being developed, a demo mock-up is complete and being used to
share with potential field research school settings that are to be selected by May. (Access to the
demo mock-up is available by request.) We will orient and train professional staff- and student-
ambassadors at selected schools how to interface with the transFOLIOS prototype and work with
them over the summer leading up to the 2012-13 school year so they are comfortable and confident
using the system and able to help support other staff and students.
b. Research on the feasibility of the prototype
Throughout the research and development phase, copious data gathering will occur through online
monitoring of the system, as well as regularly scheduled focus group meetings with actual users of the
system (students, teachers, administrators, parents, etc.) to determine if and how the prototype is
functioning as intended. The data and information gathered from each of the ten field research sites
will be aggregated and analyzed to see what are the most salient points of favorable feedback, as well
as areas of concern and dissatisfaction. Based on this analysis, the product development team will
incorporate the recommendations into enhancing the system.
Research questions.
1. Is there interest in using a product such as transFOLIOS by each of the intended user groups?
2. Is there ready and equitable access to devices and internet for each intended user?
3. Does the system improve communications and supportive monitoring of progress on school-
related experiences?
4. Does the use of the transFOLIOS increase recognition and credit for non-school-based
learning?
5. Do students take more pride and ownership of their work?
6. Is there a deeper understanding of the targeted learning standards and more creative license
granted to students to demonstrate mastery through different assessment pathways?
7. Is data gathering of student progress easier and more helpful in supporting them towards
learning goals?
8. Do colleges and employers find added value in evaluating students who provide access to
their transFOLIOS?
Sample.
The field research is intended to target sample schools serving students and teachers across
grade levels. External to the classroom will be school leaders and parent-caregivers. The
sample research sites are to include up to 10 schools from various locations that allow for us
to work with and research populations of diverse demographic profiles.
Measures and Procedures.
The primary measure for the research will be qualitative in nature, relying mostly on a
procedure of individual feedback surveys and regularly scheduled focus group discussions. The

10
intended outcome is that these means of data will enable the research/product development
team to hear directly from our sample beta-test stakeholders what is functioning favorably on
the system and what aspects are not meeting with satisfactions and suggestions for
improvements. Comparative data information from each research field site will allow the
product research team to analyze if there is aggregate consensus on aspects of the system’s
functionality, or if perhaps there are site-specific, grade level or other occurrences that could
inform our training/coaching techniques or need to address certain components of the
product.
c. Potential Problems, relation of Phase I R/R&D to Phase II R/R&D
The most anticipated potential problem during Phase I of the product research is the integrity of
implementation among the various field schools. The only way the system improves is if it is being
fully utilized by each of the targeted users. It is known and expected that the success of the
prototype is dependent largely on the teachers using it as the central means of disseminating and
collecting assignments, as well as their primary communications tool with their students and
families. However, unlike most educational products, it is viewed that the success of transFOLIOS
lies in the degree that students buy-in to using it. Much of the research team’s focus will be
targeting strategies that instill a strong appreciation for the power of transFOLIOS for students.
The sense is that if students like and prefer using this digital tool then the schools will then be
more prone to more fully utilize its capabilities.
While Phase 1 is designed to open up clear channels of communications and support between
student, teacher and home there is a vision for the expansion possibilities into Phase II research
and product development. Clearly, Phase II would include increasing the number of field research
schools. Phase II will also include the development of more virtual learning options that can be
easily accessed for credit, and a more interactive, real-time social networking feature that allows
for unique cross-continental and even intercontinental collaborative learning opportunities.
Another key focus during Phase II development will center on addressing issues of system security,
maintenance, and storage prior to a full commercial launch.
4. Project Team – Biographical Summary of Each Key Project Personnel
The founding transFOLIOS team includes three uniquely qualified members, with distinct yet
compatible backgrounds and strengths.
Joe Greenberg will serve as the principal investigator for the research and development of
transFOLIOS. He has over 15 years of experience in teaching and school leadership, including co-
founding a progressive high school in the mid-1990s. Beyond his educational background, Joe also has
management experience running a small independent business. Currently, he is in his eighth year as
principal of a school with responsibility for 300 students in grades 6-12 and supervising over 40 full
and part-time staff. In this role, he led the development of a customized online narrative evaluation
system that is now fully implemented and feeds the creation of students’ transcripts. Features of the
system include the ability for students to provide their own personal reflections on their learning, and

11
ready access to all their evaluations from their career at the school. Joe is actively involved with state
and national organizations that are focused on real and comprehensive school reform efforts. In
addition to acting as principal investigator for the planning and work related to this research grant, Joe
will also act as Chief Executive Officer of transFOLIOS.
David Furber holds a PhD in History and has served as an adjunct professor. He also has extensive
experience as a software developer and web applications designer for a host of clients in business and
education fields. He will serve as the company’s Chief Technology Officer, and act as lead architect on
the transFOLIOS product design team.
Lee Kaltman is an innovative mathematics and computer literacy teacher, who has been invited to
speak at different educational forums related to creative teaching for student engagement. Prior to
working in schools, he proved himself to be a very successful in the world of business commerce. He
has worked to grow several businesses from the ground up and he is well versed in creative finance.
Lee will serve as the company’s Chief Finance & Business Development Officer.
Please see Appendix B for product development & research team members’ résumés.
5. Resources
As an ed. tech. start-up, transFOLIOS will need to the necessary equipment and resource
instrumentation in order to be fully prepared to launch the Phase 1 prototype and ensure that it is
supported throughout the beta-test research schedule. It is expected that acquisition of specified
additional computers and servers may be needed.
6. Cost Breakdown/Proposed Budget
Please see Appendix E.
7. Human Subjects
Please see Appendix F.

a
X. APPENDICES TO THE PHASE I PROPOSAL

b
Appendix
A

c
Appendix B

d
David Furber, PhD
Web developer and educator writing software to bring active learning into mainstream
schools.
As an educator: • Taught European history classes at Ithaca College and SUNY Cortland,
mainly Western Civilization and 20th Century Europe. • Teaching Assistant for World
Civilization at SUNY Buffalo and Clemson University
As a software developer: • Lead developer on business intelligence system for Richemont
Inc, which owns luxury brands such as Cartier, Chloe, and Dunhill. • Developer and
designer of Skeptive, a question-and-answer site that uses your trust ratings of websites to
predict your answers to the questions. • Front end developer for various clients such as
Martha Stewart, Revolution Health Group, and Miraval Resorts.
Specialties
• Ruby on Rails, JavaScript, Drupal, Yii PHP Framework • Product design - helping clients
figure out what they need and matching that to appropriate technologies and budgets. •
Product development - coordinating designers and developers so that the right people do
the right tasks at the right time to balance efficiency with the need to deliver a superior
product.
Experience
Application Developer - David Furber Consulting Inc
September 2011 – Present. Continue to work on projects with previous employer while
developing new opportunities
Senior Application Developer - GORGES
February 2006 - August 2011. All of the software development listed above was done with
GORGES and continued as a contractor.
Lecturer - SUNY Cortland, Ithaca College
August 2002 - January 2006. Taught various courses in Western Civilization and 20th
Century Europe.
Education
SUNY Buffalo - PhD in History, Modern Europe, 1997 - 2003 Clemson University - MA in
History, Modern Europe, 1995 - 1997 Kennesaw State University - BA in International
Affairs, 1990 - 1994

e
Lee Kaltman
Educator, Entrepreneur and Investor
lee@kaltmanconsulting.com
Summary
Successful business and educational professional assembling a team to create,
aggregate, and / or grow an entity that will dynamically improve education for the
21st
century learner.
Experience
Business Development at Kaltman Consulting Group
January 2009 - Present
Classroom Teacher at Dewitt Middle School
September 2006 - July 2011
Math Teacher at Bair Middle School
August 2004 - September 2006
Director / Member at Sleepy Hudson LLC
April 2001 - November 2003
Independent Manufacturers Representative at Medlink Imaging, Inc
January 1998 - April 2001
Project/Export Manager at FR Chemicals, Inc
May 1994 - December 1997
Stock Broker at Morgan Stanley-Dean Witter, Inc
September 1993 - April 1994
Certifications
Childhood Education (Grades 1-6)
New York Education Department
Mathematics Grades 7 - 12
New York State Education Department
Education
SUNY Cortland
Masters of Science, Childhood Education; Math and Science, 2009 – 2011
Babson College
Bachelors of Science, Finance / Entrepreneurial Studies, 1991 -1993

f
Joseph E.Joseph E.
GreenbergGreenberg 60607.2207.220--86068606 jaik64@gmail.comjaik64@gmail.com
Professional Experience
Principal
Lehman Alternative Community School, Ithaca, NY
July 2004-Present
Principal
Westshire Elementary School, West Fairlee, VT
July 2002-June 2004
Director
Levey Day School, Portland, ME
July 2000-June 2002
Co-Founder/Asst. Director-Humanities Teacher
Liberty School, Blue Hill, ME
July 1996-June 2000
Educational Experience
University of Southern Maine, Portland, ME
M.Ed.—Educational Leadership. 2003.
B.A.—Social Sciences. 1996. Alpha Kappa Delta, Honor Society.
Temple University, Philadelphia, PA
Declared Major: Communications. 1988-90.
Professional Affiliations/Publications
Awards: 40Under40 Award presented by Tompkins County Chamber of Commerce and Ithaca Forward Professionals
Organization, 2008.
Affiliations: Coalition of Essential Schools, League of Democratic Schools, New York Performance Standards Consortium,
New York Alternative Education Association, School Administrators Association of New York State, Association for
Supervision of Curriculum and Development
Publications: “Horace’s Legacy: Proposing Two New Common Principles,” Horace Journal, 11.09, “Schools Must Not Be
Reluctant to Change,” ,” Ithaca Journal, 09.05.08, “Analyzing the Present Key to Education’s Future,” Ithaca Journal,
12.17.07,”Making it Personal,” Breaking Ranks in the Middle, NASSP, 2006; “College Admissions: Rethinking What is
Needed and Wanted,” Ithaca Journal, 11.09.04 “Lessons from Everest,” We Lead (online magazine), May, 2004; “Too
Many Children Cheated by Schools,” Portland Press Herald, 08.24.99; “Democratic Education with Vision and Power,”
Bangor Daily News, 4.15.97.
Additional Experience
Community/Public Service: Advisory Board--College Discovery Program (Ithaca, NY), Team in Training—Lymphoma-
Leukemia Society (Charity Marathon, June ’08, Oct. ’09), Equity & Inclusion Leadership Council (2008-present), Leadership
Tompkins (class of 2008), Board of Directors—Alternatives Federal Credit Union (Ithaca, NY), Board of Directors—Kimball
House School-Based Health Clinic (W. Fairlee, VT), Strategic Planning Committee—Wellspring School (Chelsea, VT), Radio
Host—WERU Community Radio (Blue Hill, ME)
Personal Interests: Travel, camping, film & literature, history & politics, writing, sustainability, layman carpentry, and
running/fitness.

x
Appendix H
February 19, 2012
Dear Grant Review Committee:
As a middle and high school teacher of Social Studies, English and Media with over 30 years
experience, I have always incorporated diverse modalities for teaching and learning and multiple
pathways to student assessment. It concerns me that our education system still relies so heavily on
standardized means of testing and accountability. It’s bad enough that this teach-to-the-test
approach has proven unreliable and ineffective, but worse is that it fosters boring and disengaging
teaching and learning.
I currently serve in the role of Director of Curriculum and Staff Development at Project Look
Sharp, a not-for-profit initiative at Ithaca College that supports educators to integrate media
literacy and critical thinking throughout the K-12 curriculum. I travel extensively to schools and
colleges around the country and internationally speaking and leading workshops on media
literacy, including “Youth Culture and New Technologies.” When I heard about the concept of
transFOLIOS, I was intrigued and based on my understanding see its potential as a strong
educational tool for 21st
century learning.
Our wired generation’s medium for communications is digital, so the media literacy needs are
greater than they have ever been. Those involved with transFOLIOS appear to recognize this and
are demonstrating great diligence and care in how they are going about designing their
educational technology to be effective and powerful in its application to teaching and learning. I
look forward to seeing it evolve.
Sincerely,
Chris Sperry
Director of Curriculum and Staff Development
Project Look Sharp
Ithaca College
Email: csperry@ithaca.edu
Web: www.projectlooksharp.org
2005 Cable/National PTA Leaders in Learning Award for Media Literacy
2008 National Council for the Social Studies Award for Global Understanding

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Transfolios, Inc., 2012 SBIR Phase 1 RFP Education Grant

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