ImmSchools Strategic Plan 2021-2024

1

ImmSchools Strategic Plan

There are three core priori�es where we believe progress is essen�al to realizing our vision: SCALING PROGRAMMING We will scale our reach to directly serve at least 20,000 educators and 10,000 undocumented and mixed-status students and families.

INCREASING ADVOCACY We will increase our advocacy ac�vi�es to support local, state, and na�onal developments in educa�on and immigra�on.

ADVANCING INCLUSION We will build our capacity to engage mul�-racial and mul�lingual undocumented and mixed-status students and families in the regions we serve.

These three core priori�es are not exhaus�ve - and we do not mean for them to be. We will con�nue to codify and advance our programming, strengthen our impact analysis, and build systems and structures to create a financially sustainable and high-performing organiza�on.

We believe these priori�es will focus us on delivering on our promise to our immigrant community and partners.

While our plan describes our best guidance and thinking on how we might achieve our priori�es - we will con�nue to collect approaches, ideas and resources to help us succeed. We hope we can count on your support.

In partnership,

Viridiana Carrizales Co-Founder and Chief Execu�ve Officer ImmSchools

The path ahead | 2 Table of contents | 2 Our vision for the future | 3 Strenghts that shaped our plan | 5 Priority 1 - Scaling Programming | 7 Priority 2 - Increasing Advocacy | 9 Priority 3 - Advancing Inclusion | 11 Financial Plan | 13

Now more than ever we must double our efforts to create schools where the immigrant community feel they belong. Over the next three years, ImmSchools will become a leading catalyst for safe and inclusive schools for undocumented and mixed-status students and families.

Conclusion | 15 Appendix | 17

immschools.org

2

In 2018, we were three women working in educa�on, driven by our experiences as undocumented and mixed-status students. Immigrant communi�es con�nued to be under siege in our country, with many being assaulted, deported, and vilified by our government. Educators and families were struggling to respond, leaving our already marginalized students and families more vulnerable than before.

Our ini�al vision for ImmSchools was simple: to support more educators in crea�ng safe and inclusive spaces in schools that we and our families wished we had when we were students.

We set out with the priority to reach 5,000 educators and 2,000 immigrant and mixed-status students and families in New York City and San Antonio with programming and resources to increase belonging in schools by 2021. Thanks to our core set of partners and supporters, we built rela�onships with schools and community partners and piloted our curriculum and resources. Based on our early trac�on, we were able to expand our work to include Camden and Dallas.

As a result, we exceeded our priority, delivering training to more than 7,500 educators and suppor�ng more than 5,250 immigrant and mixed-status students and their families. And with a 95% approval ra�ng, we know our programming has a posi�ve impact.

With three years of consistent growth and impact, we are entering into our second strategic plan. Our �ming could not be more cri�cal in educa�on and immigra�on policy and advocacy in the United States.

3

ImmSchools Strategic Plan

As schools across the country reimagine how to support students and families as the coronavirus pandemic lingers, ImmSchools has a unique opportunity to ensure schools include and priori�ze undocumented and mixed-status students and families. Since new administra�ons - regardless of party - have not proven suppor�ve of immigrants, our immigrant communi�es con�nue to fight for the enactment of equitable policies. ImmSchools and our partners can advocate for and support this movement.

Addi�onally, we now have meaningful data and a track record of success to con�nue building our organiza�on and capacity to serve more schools.

And so, our plan begins with a bold vision for the future:

ImmSchools will scale our capacity and expand our impact by 2.5x, posi�oning us to meet the large demand for safe schools and our responsability to advocate for undocumented and mixed-status communi�es across our country.

OUR VISION FOR THE FUTURE Although our vision is ambi�ous, we are confident that is achievable. It will require us to grow internally in skill and capacity and externally in reach and influence.

It will require us to center our love and hope for undocumented and mixed-status students and families, and exercise our resilience and leadership in our fight for jus�ce for our community.

At ImmSchools, we share accountability for mee�ng the needs of our undocumented and mixed-status community in our schools. While our educa�on system is the only ins�tu�on where undocumented students are legally protected under federal law, less than 1% of school districts have passed and are implemen�ng equitable policies and inclusive prac�ces that specifically support this popula�on. Schools' inac�on paired with uninformed and unprepared educators, makes schools unsafe for millions of undocumented and mixed-status students and families. Research indicates that students need a safe and suppor�ve learning environment in order to learn the habits, skills, and mindsets needed to achieve in the 21st century.

According to the latest data from the Migra�on Policy Ins�tute, there are 17,800,000 children under the age of 18 in immigrant families in our country.

The external pressures facing immigrant families also affect students’ ability to thrive in the classroom. The psychological toll this has on children in undocumented and mixed-status families is well documented in research. A 2018 University of California, Los Angeles survey of K-12 educators found that many respondents feel unprepared to support undocumented and mixed-status students in the classroom, with 88% calling on schools to provide forums for school-community communica�on about immigrant concerns. Indeed, educators that have par�cipated in our programs have shared how some of these concerns and fears manifest in the classroom through absenteeism, emo�onal and behavioral challanges, and low academic achievement. If undocumented and mixed-status students are to be successful in schools and thrive in life, we have to address this challenge. This is where our work begins.

Over the next three years, ImmSchools will support more undocumented and mixed-status students and families where we currently operate and look to partner with educators in new regions where there is great need.

CURRENT AND PROPOSED REGIONS California (Poten�al region) 3,995,000 immigrant and mixed-status students in California1

New York City Launched in 2018 1,382,000 immigrant and mixed-status students in New York1

Dallas Launched in 2019 2,424,000 immigrant and mixed-status students in Texas1

Camden Launched in 2020 769,000 immigrant and mixed status students in New Jersey1

San Antonio Launched in 2018 2,424,000 immigrant and mixed-status students in Texas1

Florida (Poten�al region) 1,352,000 immigrant and mixed status students in Florida1

1 Migra�on Policy Ins�tute Children and U.S. Families Report, h�ps://www.migra�onpolicy.org/programs/data-hub/charts/children-immigrant-families

immschools.org

4

Each layer of the ImmSchools strategy reflects the aspira�ons, beliefs, values, and needs of our community.

We define our community to include the educators, students, families, partners, and other stakeholders we serve - everyone from grandmothers to superintendents and senators.

Specifically, the input that informed our vision and plan stems from many diverse perspec�ves, including: • 100+ students and families who par�cipated in our surveys • 21 community, funding, government, school, and other educa�on partners • 5 experts in accoun�ng; diversity, equity, inclusion, and belonging; human resources; development; and strategy • 14 representa�ves from our board, advisors and staff

Over several months, we examined our current data, local, state, and na�onal trends, and empathy interviews gathered from our community - from our part-�me employees to our board, funders, and families. As a result, our strategic planning commi�ee wrestled with the set of cri�cal ques�ons and ambi�ous recommenda�ons that emerged from their feedback.

What follows is data highligh�ng the strengths and opportuni�es from their input that we used to inform this strategy.

Par�cipant number

REGIONAL IMPACT 2020-2021

3,139

3,000

2,061

2,000 1,000 0

789

789 0 0

640 540 0 100

Na�onal

Camden

781

1,201 79 Dallas

2,135 441 563 New York City

Par�cipant type Educators

5

ImmSchools Strategic Plan

Families

Students

Total

978 123

1,440 339

San Antonio

STRENGHTS THAT SHAPED OUR PLAN

NATIONAL IMPACT 2018-2021 12,808

Par�cipant number

12,000 10,000 8,000

8,082

6,000

5,223

4,000 2,000 0

7,555

950

149

2,727 1,382 611 734

1,999 900

2018-2019

2,216 643 2020-2021

2019-2020

3,850 1,403 2018-2021

Fiscal year Educators

Families

Students

Total

PROGRAM & PARTNER SURVEY & EMPATHY DATA

­

of educators, students, and families have recommend or highly recommend our programming since 20182

educators, students and families reached since 20182

of educators felt prepared to make classrooms safer and more inclusive following 2020-2021 programming2

of schools offered culturally responsive training for educators as result of 2020-2021 programming2

of students and families be�er understood their immigrant rights following 2020-2021 programming2

of students and families felt comfortable and safe in their school community following our programming2

educators, students, and families reached in 2020-2021 programming2

of schools very likely to con�nue to work with us next school year as result of 2020-2021 programming2

2 ImmSchools Program and Impact Tracker, h�ps://drive.google.com/file/d/1V-Uam48mVewM_gNQRCglgoIZUSxf4xaI/view

immschools.org

6

PRIORITY 1

CONTEXT

Now, with a track record of success, resul�ng in increased earned revenue, we will seek to expand our full-�me staff beyond our founders to right-size our team. This year, we will add a full-�me program leader in each of our four regions, and over the next three years, we will further grow our program team to posi�on us to meet our partners' demand for addi�onal support that we currently cannot provide.

Over the past three years, we directly impacted more than 12,500 educators, students, and families, achieving a 95% approval ra�ng. Over the next three years, our vision is to more than double this number by serving more educators, students, and families in exis�ng and new regions.

Our second goal is to codify and analyze our program effec�veness.

To achieve our goal of scaling our reach to directly serve at least 30,000 educators and undocumented and mixed-status students and families, we must address our internal capacity to deliver high-quality programming.

Our program ra�ngs has been consistently high over the past three years. We must now ensure our programming leads to the short-term and long-term outcomes in our Theory of Change. Over the next three years, we are engaging with a university-based research partner to study our program and further codify it to ensure we focus our efforts and resources on programming in service of our mission: safe and inclusive schools for our undocumented and mixed-status community members.

By the end of this plan, we will be�er understand our effec�veness and efficiency and enable change in more schools and communi�es where there is a need.

STRATEGY Our first goal is to grow our staff to meet our exis�ng demand, then further expand to new regions.

We take pride as a community organiza�on that is led primarily by women immigrants. However, given the inequi�es in philanthropy for Black and La�nx leaders, these reali�es meant less funding and support to scale ImmSchools to match the demand for our programming across our startup years. This meant our founders were our only full-�me staff, responsible for buidling our strategy and facilita�ng programming.

IMPLEMENTATION TIMELINE JUN 2022 Hire 4 program directors

OCT 2021 Hire 4 program managers

DEC 2021 Codify surveys with research partner

JUN 2023 Hire 2 program managers

OCT 2022 Iden�fy two ci�es for expansion Codify program offerings for business development

Engage research partner to measure efficacy of and codify programming

7

ImmSchools Strategic Plan

JUN 2024 Release white paper on efficacy of program model

immschools.org

8

PRIORITY 2

CONTEXT At our core, we are a community organiza�on at the intersec�on of educa�on and immigra�on. As a complement to our programming, advoca�ng for the condi�ons that enable safe and inclusive schools for undocumented and mixed-status students and families is cri�cal to our Theory of Change. Not eleva�ng the problem we are seeking to change and amplifying the voices and experiences of our community is a threat to achieving our mission.

Over the next three years, we will increase our advocacy ac�vi�es to support local, state, and na�onal developments in educa�on and immigra�on to achieve our mission.

CONTEXT Our first goal is to build our capacity and skills in advocacy and communica�ons work by recrui�ng talent to develop our external rela�ons strategy.

As we seek to scale our services and budget, we will dedicate a core part of our resources and strategy to advocacy and communica�ons.

Across this plan, we will add two dedicated staff members to guide our policy and advocacy, and communica�ons work. These professionals will work with our program staff across regions who work directly with our communi�es. Establishing a dedicated team will increase our reach beyond the areas we serve, further establishes our brand in both educa�on and immigra�on.

Our second goal is to organize our regional and na�onal advocacy priori�es through a comprehensive campaign.

This year, we seek to engage our community, partners, and team to understand their stories, needs, and hopes for the future. Next fall, we will launch a campaign to share their narra�ves and priori�es to create safe and inclusive schools. Along with a coali�on of campaign partners, we aim to leverage our leadership team, partners, and families to present our priori�es at regional and na�onal events and partner with a na�onal publica�on for a regular column from our Chief Execu�ve Officer.

IMPLEMENTATION TIMELINE JUN 2022 Move advocacy and communica�ons in house

DEC 2021 Survey advocacy needs

FEB 2022 Create regional advocacy priori�es

JUN 2023 Recruit advocacy campaign partners

SEP 2022 Launch safe and inclusive schools advocacy campaign

Present at conferences and write opinion ar�cles highligh�ng priori�es

9

ImmSchools Strategic Plan

SEP 2023 Release progress towards advocacy priori�es

immschools.org

10

PRIORITY 3

CONTEXT Though our board and leadership team are immigrants, in pursuit of equity, we must ensure we reflect the immigrant community’s vast diversity. Our strong engagement with the students and families we serve and the educators who support them, hinges on us being a culturally, linguis�cally, and racially diverse team.

To begin working toward this vision, we are building our capacity to engage mul�-racial and mul�lingual undocumented and mixed-status students and families in the regions we serve.

STRATEGY Our first goal is to monitor immigrant and mixed-status student diversity in our regions.

Connected to analyzing our program effec�veness, we will also engage our research partner to track and analyze our region’s racial and linguis�c diversity. The data will enable us to ensure our regional staff and programming is responsive to our community - whether it is the language of our sessions and materials, the cultural nuances we must consider in our engagement, or the resources and support we provide.

Our second goal is to expand our racial and linguis�c diversity in hiring new program staff.

Currently, our leadership team and part-�me program facilitators primarily represent La�nx immigrants, and we speak Spanish. As we expand our full-�me and part-�me staff, we will be inten�onal about increasing our racial diversity to reflect the Black and Asian immigrants we currently serve and our linguis�c diversity to include the Hai�an Creole, Mandarin, and Vietnamese.

Our third goal is to engage in ongoing development that further cul�vates belonging among our team and the par�cipants in our programming.

Expanding our full-�me staff beyond our founders is a huge milestone, and we are excited about how it will expand our culture and capacity. First, however, we must begin cul�va�ng belonging for new team members.

We are already working with a diversity, equity, and inclusion consultant to support us in building strong cultural prac�ces and systems for this, begining when an applicant enters our hiring process. Together with our human capital service provider, we will build out and codify our belonging strategy - star�ng with our team and those we serve.

IMPLEMENTATION TIMELINE SEP 2021 Build belonging strategy

DEC 2021 Codify surveys to monitor racial and linguis�c diversity

JUN 2022 Codify DEI goals and professional development

JUN 2024 Choose new focus for DEI priori�es

Jun 2023 Release data on racial and linguis�c diversity of immigrants

Ongoing monitoring and development with DEI consultant

11

ImmSchools Strategic Plan

immschools.org

12

We are proud of the scale and impact we have already achieved and are excited to support more educators and ensure that even more undocumented and mixed-status students and families a�end safe and inclusive schools.

To ensure that we can meet our vision of scaling our capacity and expanding our impact by 2.5x, we seek to double our budget by 2024 to hire addi�onal full-�me staff and cover increased program expenses. We remain laser-focused on maintaining a financially healthy organiza�on with sufficient safeguards and will increase our capacity in this area by transi�oning our finance consultant to a full-�me finance and opera�ons staff member.

BUDGET GROWTH

To support our strategy as we advance, we are currently growing our earned revenue and, based on our revenue growth over the past three years, we project our revenue will increase from 23% this year to 44% in 2024.

We know this is ambi�ous, and we choose to embody our values of courage and resilience to achieve it.

Annually, we will review and evaluate how we may need to adjust our plan based on the success of our efforts to date.

EARNED REVENUE GROWTH

$3,000,000

2021-2022

$2,000,000 $1,000,000

$0

$250,000

Budget 2021-2022 2022-2023 2023-2024

$1,041,451

$800,000

$1,792,606 $2,270,072

2023-2024

­

$1,250,000

Earned revenue

13

ImmSchools Strategic Plan

$1,000,000

Philanthrophy

FINANCIAL PLAN

REVENUE Founda�on/Grants Individual Dona�ons Direct Services

Approved 2021-2022 $ 800,000 $ 10,000 $ 250,000

Pending approval 2022-2023 2023-2024 $ 1,250,000 $ 1,300,000 $ $35,000 $ 25,000 $ 1,000,000 $ 500,000

TOTAL REVENUE

$ 1,060,000

$ 1,825,000

$ 2,285,000

$ $ $ $

531,350 64,021 42,526 9,000

$ 1,085,997 $ 130,320 $ 86,880 $ 10,000

$ 1,447,676 $ 173,721 $ 115,814 $ 12,000

$ $

55,100 15,000

$ $

70,000 30,000

$ $

25,000 30,000

$ $

88,804 8,000

$ $

$ $

$ $ $ $ $ $ $ $

25,000 7,500 14,000 6,500 17,500 12,000 8,000 20,000

$ $ $ $ $ $ $ $

48,410 10,000 25,000 30,000 10,000 20,000 10,000 25,000 15,000 13,500 20,000

$ $ $ $ $ $ $ $

49,861 15,000 25,000 35,000 12,000 25,000 15,000 35,000 25,000 17,000 25,000

$ $ $ $ $ $ $ $ $

8,000 5,500 8,650 5,000 15,000 7,500 10,000 7,500 50,000

$ $ $ $ $ $ $ $ $

20,000 7,500 25,000 5,000 15,000 10,000 10,000 10,000 50,000

$ $ $ $ $ $ $ $ $

25,000 10,000 35,000 5,000 20,000 12,000 15,000 15,000 50,000

EXPENSES Compensa�on Staff Salaries Benefits Taxes FICA Insurance Consultant & Professional Fees Consultants PT Assistant(s) Program Costs Program Facilitators PT Program Language ICs Program Research Fellows & Interns Transla�on Support Materials Program Evalua�on Travel Meals Technology support COVID-19 Relief Fund Opera�ng Costs Traveling Office supplies, so�ware Office & Mee�ng Space Miscellaneous Team Culture/Wellness Team PD Legal/Finance Comms/Marke�ng Emergency Funds TOTAL EXPENSES

$ 1,041,451

$ 1,792,606

$ 2,270,072

immschools.org

14

We are grateful to each person who contributed their �me, thoughts, and energy to making this strategic plan both ambi�ous and a�ainable. Because of your dedica�on to ImmSchools, more of our community will experience safer, more inclusive schools. Only when our houses of learning are safe havens can our students achieve their absolute best, se�ng them on paths to achieve their most ambi�ous dreams and plans.

Since 2018, we have achieved beyond our expecta�ons and have built a strong founda�on, rooted in our mission and values, to achieve our Theory of Change. We are proud of our progress, and this is only the beginning.

15

ImmSchools Strategic Plan

We are confident in our path forward because of the diverse perspec�ves and exper�se that informed this plan. We believe it reflects our deep connec�on to our community.

This plan builds on our areas of strength and improves where we have room to grow. We are commi�ed to con�nuous learning and improvement and will monitor our progress against this plan and adapt as needed. Our vision for the future propels us forward to increase our capacity and expand our impact by 2.5x to serve more schools and undocumented and mixed-status communi�es. Please con�nue with us on this worthwhile journey.

CONCLUSION

Thank you to the 100+ educators, students, families, and partners below who informed our plan. We hope that our priori�es reflect your feedback and needs.

Amairani Gomez American Gateways Andrea Or�z Arbor Brothers Astou Thiane Brenda Gonzalez Camden City School District Camden Educa�on Fund Camden's Promise Charter School Camelback Ventures Catherin Gallegos Chris�na da Silva City of Dallas - Welcoming Communi�es and Immigrant Affairs Division City Year New York City Year San Antonio Cityscape Schools Claneil Founda�on Communi�es in Schools Dallas Founda�on Dallas Independent School District Daniel Reyes Diego Mancha Dominguez Educa�on Leaders of Color Educa�on Service Center - Region 20 Elizabeth Almanza Eric Kwak Erika Gonzalez Esmeralda Alday Fort Worth Independent School District German Cadenas Ph.D. Greisa Mar�nez Rosas Hope Community Charter School Irving Independent School District Ivy Teng Lei

J.M. Kaplan Fund Jaime Ballesteros Jubilee Academies Jus�n Goldback Kareli Lizarraga Karen Cruz KIPP: New Jersey Public Schools KIPP: NYC Public Schools La Cima Charter School LEAP Academy Charter School Maria Rocha Masharika Prejean Maddison Mixteca Nancy Adossi Ph.D. New York City Department of Educa�on New York Community Trust New York Immigra�on Coali�on Paula Deroseney Phillip Nguyen Richardson Independent School District Rockefeller Philanthropies Roddenberry Founda�on San Antonio Area Founda�on San Antonio College San Antonio Independent School District Schusterman Family Philanthropies Teach For America TEACH Plus Texas Women's Founda�on The Collabora�ve for Special Educa�on The Concilio VELA Educa�on Fund Walton Family Founda�on Yllka Seseri

immschools.org

16

APPENDIX

OUR MISSION

OUR VALUES

We are an immigrant-led nonprofit partnering with educators and community leaders to ensure safe and inclusive schools for undocumented and mixed-status students and families.

Our work is grounded in:

OUR VISION Research indicates that students need a safe and suppor�ve environment in order to learn. For undocumented and mixed-status students across the United States, fear for their safety and of losing their families to deporta�on or violence is real, and can impact their academic, social, and emo�onal success.

We envision a world where undocumented and mixed-status students of all backgrounds see schools as safe havens and thrive in life.

EQUITY AT IMMSCHOOLS At ImmSchools, we are figh�ng for educa�onal equity and jus�ce for undocumented and mixed-status students and families. We are building an inclusive and an�-racist organiza�on to dismantle systems of oppression that do not allow our immigrant community to truly be free.

We believe equity is the cul�va�on of belonging. We center the diversity of the immigrant experience and fight for belonging for all, regardless of culture, language, race, status, or any other factor that separates us.

17

ImmSchools Strategic Plan

Love Our love of our immigrant community manifests from genera�ons of sacrifice to seek be�er lives for our families.

Empathy We operate with empathy towards one another, centered in humanizing the immigrant experience in all of our ac�ons.

Hope The hope that gives strength to our immigrant community to keep thriving and figh�ng for jus�ce.

Courage We choose to lead with courage in the midst of uncertainty, leaning on the side of jus�ce.

Resilience Resilience demonstrated by the immigrant community who thrive in the face of challenges.

Leadership We believe that our work must be led by those directly impacted by injus�ce and inequity.

APPENDIX

INPUTS Earned revenue

Facilitators

Program curriculum

Philanthropy

ACTIVITIES Coaching

Community summits

Community workshops

Consul�ng

Staff development

Short and medium term outcomes

Outputs • Undocumented and mixed-status students feel belonging in schools.

• Schools engage families.

• Families know about resources and rights

Professional development & learning

OUTCOMES

Resources drives

Students • Feel agency and ownership in schools • Enrolled in and a�end school at higher rates • Meet college and career readiness standards Families • Understand and exercise their power • Advocate for and collaborate on school policies and prac�ces

Long term outcome Safe and inclusive schools for undocumented and mixed-status students and families

ASSUMPTIONS

NOTES

• • • •

• All references to students, facilitators, and families is specific to immigrant, undocumented, and mixed-status persons.

• Community leaders are defined as business and individual community members with a vested interest in a community’s health. This could be the execu�ve director of a business or non-profit or a grandmother or child.

Student belonging in schools leads to academic gains.

Students need agency and ownership to feel safe in school.

Families do not know the reoursces available to them and their rights.

Families need support to exercise their power.

immschools.org

18

APPENDIX

Viridiana Carrizales

Vanessa Luna

Lorena Tule-Romain

Viridiana was born in Michoacán, Mexico, and immigrated to the United States when she was 11 years old. Her family se�led in Texas, and a�er 14 years, she became a ci�zen. Before co-founding ImmSchools, Viridiana led the Deferred Ac�on for Childhood Arrivals (DACA) strategy at Teach For America (TFA), leading their team to recruit and place teachers with DACA in classrooms throughout the country.

Through her leadership, the program recruited over 240 DACA educators teaching in 22 ci�es across 11 states.

Viridiana earned a BA in Spanish Literature and Communica�ons from the University of Texas at Aus�n. She is a Pahara Fellow and received honors from the Aus�n Chamber of Commerce and the League of United La�n American Ci�zens for her leadership and dedica�on to the immigrant community.

At ten years old, Vanessa immigrated to the United States from Lima, Peru, and grew up undocumented in New York. It was nearly 20 years before she became a permanent resident. Before co-founding ImmSchools, Vanessa was among the first DACA teachers in Los Angeles through Teach For America, later teaching, coaching, and recrui�ng educators in New York City.

Vanessa holds a BA in History from Binghamton University and an MA in Urban Educa�on and Policy from Loyola Marymount University.

She was a Forbes 30 under 30 in Educa�on and TIME100 Next honoree. She was also a Camelback and Roddenberry fellow. In addi�on, Educa�on Week, Forbes Magazine, TIME Magazine, and The New York Times have featured Vanessa for her leadership at the intersec�on of educa�on and immigra�on.

Lorena Tule-Romain has lived in the United States for 21 years. At nine, she immigrated from Michoacán, Mexico, to Texas. Soon a�er, her journey as an undocumented student ac�vist in Texas began. Before she transi�oned from the ImmSchools founding board to the leadership team, Lorena supported over 240 Deferred Ac�on for Childhood Arrivals (DACA) teachers in 25 ci�es across the country as a managing director of their DACA Corps Member Support team. Before Teach For America, Lorena was an educator in Bogota, Colombia. She has a bachelor's degree from The University of Texas at Aus�n and a master's of educa�on degree from Southern Methodist University, where she is currently pursuing an educa�on doctorate. In addi�on, she is a member of the City of Dallas Parks and Recrea�on Board.

Co-Founder and Chief Program Officer

Nancy Adossi Ph.D.

19

Viridiana Carrizales Ivy Teng Lei Greisa Mar�nez Rosas Yllka Seseri

ImmSchools Strategic Plan

Co-Founder and Chief Opera�ng Officer

Co-Founder and Chief Execu�ve Officer

German Cadenas Ph.D. Eric Kwak Kareli Lizarraga Astou Thiane

APPENDIX

2021-2024

Assistant

HR Consultant (1)

Advocacy Manager (1)

Board (5)

Advisory Board (4)

Chief Execu�ve Officer (1)

Development Manager (1)

Chief Opera�ng Officer (1)

Finance & Opera�ons Manager (1)

Research Partner

Communica�ons Manager (1)

Chief Program Officer (1)

Assistant

North TX Program Director (1)

South TX Program Director (1)

NJ Program Director (1)

NYC Program Director (1)

North TX Program Manager (1)

South TX Program Manager (1)

NJ Program Manager (2)

NYC Program Manager (2)

Technology Consultant (1)

North TX Facilitators (1)

South TX Facilitators (1)

NJ Facilitators (2)

NYC Facilitators (2)

MBA Interns (2)

Fellows (1)

Fellows (1)

Fellows (1)

Fellows (1)

Consultant or part-�me employee Exis�ng empoyee fall 2021

Consultant or part-�me employee converted to full-�me

Employees onboarded in summer 2022

Consultant or part-�me employee beginning 2021

Employees onboarded in summer 2023

Consultant or part-�me employee beginning 2022

To meet demand, ImmSchools will employ 15 full-�me employees, and 14 part-�me consultants and seasonal interns by the 2023-2024 FY. This will include 9 full-�me program staff and 6 full-�me central office staff members.

In Fall 2021, ImmSchools will expand full-�me staff by 5, adding 4 program leaders (one in each of its ci�es) and 1 manager to support finance and opera�ons – replacing our part-�me bookkeeper. We will add 1 part-�me development consultant and 1 part-�me assistant to support the CEO, COO, and CPO. Each of our 4 regions will be allocated two part-�me facilitators to support programming demand.

In Summer 2022, ImmSchools will add 4 full-�me program staff and 2 central office staff to support advocacy and communica�ons – conver�ng our part-�me communica�ons consultant to full-�me. We will add 1 part-�me assistant to support the CPO and four program directors. With the addi�on of a program manager in each city, our North TX and South TX regions will be allocated 1 less part-�me facilitator in their regions. NYC will maintain 2 part-�me facilitators due to demand.

In Summer 2023, ImmSchools will add 2 full-�me program staff (managers) to support demand in NJ and NYC and 1 full-�me central office employee to manage development – conver�ng our part-�me development consultant to full-�me.

From 2021-2024, ImmSchools will maintain 2 part-�me consultants to manage HR and technology and 1 research partner to study program efficacy. We will also employ interns and fellows to support business development and programming as needed.

immschools.org

20

P.O. Box 181029 Dallas, TX 75218 admin@immschools.org immschools.org