1. Beth Lippman-Laub
267 Coachlight Square
Montrose, NY 10548
Home: (914) 909-0485  bmlaub@hotmail.com  Cell: (914) 772-6138
Successful student focused educational leader possessing a strong commitment to the development and
safety of studentsand staff by providing a motivating and stimulating learning community.Focused on the
enhancement of the lives of studentsby providing themwith maximum educational opportunities in a
collaborative educational setting.
EDUCATION
College ofSaint Rose (CITE) Eastchester, NY 10/13
Building Leadership Certificate
College ofNewRochelle New Rochelle, NY 9/08-1/2010
Birth -2nd grade Masters of Special Education
Fordham University at Marymount Tarrytown, NY 5/06
Bachelor of Science in Inclusive Elementary Education; Minor: Natural Science
Westchester Community College Valhalla, NY 5/93
Associate in Arts Degree in Liberal Arts
CERTIFICATION
 NYS School Building LeaderCertificate
 New York State Dual Certification Childhood Education 1-6 and Students with Disabilities 1-6
 New York State Birth –Second Grade Students with Disabilities Certification
ADMINISTRATIVE EXPERIENCE
Orange AHRC 4/2014-present
Assistant Executive Director of Education
Lead an education teamthat includesevaluations,early intervention,preschool and school age programs.
- Oversee and manage schoolexpansion efforts in accordance with NYSED regulations
- Ensured enrollment procedures were effective and filled the preschoolprogram to capacity
- Applied to NYSED for program modifications and classroom changes to grow education
program
- Supervise 300 schoolstaff members including classroom staff, assistant directors,billing clerks,
schoolpsychologists,and schoolnurses.
- Implement new program initiatives in line with Positive Behavior Intervention Supports in
conjunction with NYSED RSE-TASC
- Implemented policy and procedures to maintain NYSED compliance in regards to student IEPs,
behavior management, and other procedures in accordance with State Education Regulations Part
200
- An active member of the agency executive management team
- Developed committees in the Education department in order to strengthen the teams day to day
efforts as well as long term strategic plans
- Initiated parent support groups with schoolsocial workers
- Oversee the CPSE/CSE process
- Involved in grant writing
- Managed department budget with CFO for fiscal planning
- Readied staff and finance for potential State audits to insure compliance
- Implemented a teacher evaluation cycle based on the Charlotte Danielson model
- Establish orientation schedule for new staff to ensure they are familiar with and adhere to school
policies in all areas of the schooloperation.

2. Northside Center for Child Development 9/13- 4/2014
Principal/Assistant Director
Lead an education teamthat includesearly intervention,preschool and school age program.
-Use knowledge of Federal and State laws, and rules, regulations, and mandates to insure program
compliance
-monitor all aspects ofthe schoolprogram to maintain compliance with NYSED, DOE, DOH and
State regulations
-organize parent support with schoolsocial worker to insure their understanding ofdue process
and their child’s rights
-oversee the CPSE/CSE process
-coordinate and manage support services as per IEP’s
-involved in grant writing
-fiscal planning for upcoming schoolyear
-conduct weekly team meetings
-perform teacher evaluations based on the Charlotte Danielson model
-develop policy and procedures for schoolprogram to insure student safety
-establish programs for the orientation of new teachers,for in-service training of all teachers,and
for the evaluation of classroomteachers, therapists,and transition staff, to ensure that teachers are
familiar with and adhere to schoolpolicies in all areas of the schooloperation.
United Integrated Preschool Center/Cerebral Palsy of Westchester 9/12-8/2013
Director
Supervise a team of professionals including teachers,teacher assistants and aides, therapists,social
workersand an administrative assistant
-Established and maintained rapport with teachers, TA’s, classroomaides, therapists,and parents
-Spearheaded the use and implementation of behavior intervention plans
-Contributed to the success ofthe schoolthrough the demonstration of professionalism and
enthusiasm
-Coordinated transportation for students
-Design curriculum that meets the needs of the students on the spectrumbased on ABA and
TEACCH techniques while aligning to Common Core Standards
-Collaborate with schoolpersonnelon the implementation of various special education services
-Train staff in appropriate teaching methods for students on the autism spectrum
-Participate in agency wide development of program for students with autism and the creation of
sensory room
-Use knowledge of New York State Part 200 Regulations, IDEA and IEP mandates to maintain
compliance.
-Create policy and procedure for preschool
-Research RTI for implementation at the preschool
-Implemented data collection systemfor teachers
-Monitor IEP’s for accurate implementation of goals
-Responsible for interviewing and hiring staff
-Attend CPSE meetings to support schoolstaffand families in the planning, programming,
placement and assessment of students transitioning to kindergarten.
-Maintain contact with families, CPSE chairs, state and county officials (OCFS, DOH and
NYSED) to insure proper services are being implemented for students
-Conduct teacher observation based on Danielson model
School for Adaptive & Integrative Learning at Ferncliff Manor 7/09-9/12, 9/06-8/08
A Private residential school for studentswith severe developmental disabilities whose curriculumis based
on the individual needsof every student.
-Created and implement individualized developmentally appropriate lessons for students with
severe disabilities
-Conducted annual meetings with school districts to determine student goals
-Developed, administered and scored NYSAA

3. -Implemented individualized education programs according to the specific needs of each student
based on their IEP”S and IPP’s
-Collected and analyze data based on student learning and progress
-Supervised teaching assistant,aides,1:1’s and LSA’s in the classroom
-Trained and evaluated TA, LSA’s and 1:1 staff
-Ran weekly team meeting with staff to assure understanding ofstudent progress and areas of
need
-Planned daily programs for severely handicapped students with autism and mental retardation
-Conducted FBA’s to assist in developing BIP’s
-Collaborated with parents, occupationaltherapists,speech therapist and physical therapists to
meet the needs of students
-Used sign language as part of my lessons
Dobbs Ferry Union Free School District 8/08- 7/09
Consultant Teacherof Special Education
-Implemented individualized IEP’s and managed 8 student’s inclusive education programing
-Supervised two 1:1 Teacher Assistants
-Responsible for daily planning and monitoring and implemented behavior plans
Buchanan-Verplanck Elementary School Buchanan, NY 3/14/06-4/7/06
Student Teacher-Grade 1 Regular Education Class Model
 Responsibilities included planning and implementing lessons at a first grade level
 Developed lessons based on a balanced literacy approach,including writing workshops,
phonics,shared reading
 Used word sorts to develop phonics understanding
 Supervised guided reading groups
 Applied differentiated instruction to facilitate learning through the use of math manipulatives
 Assisted in 1st grade play preparation and practices
Buchanan-Verplanck Elementary School Buchanan, NY 1/06-3/13/2006
Student Teacher-Grade 5 Special Education Class/Collaborative Model
PROFESSIONAL DEVELOPMENT
 CPR Trained
 CPI Trained
 Attended various leadership workshops
 Participated in professional development workshops on Autism(sponsored by CARD)
 Attended workshops on Assistive Technology
 Attended Alternate Assessment Training
 Attended AutismBest Practices Workshop
 Attended workshops on ADHD through BOCES
 Member of NEA/NY (National Education Association)
 Member of WestchesterChildcare Council
References available upon request