• Innovation Legacy Award – ESL Federal Credit Union

• Carri Manchester (New York State Education Department)

Carri Manchester is an Associate at the New York State Education Department (NYSED). During her fifteen years in the Office of Student Support Services, she oversaw a Community Schools Grant Initiative, coordinated the work of three regional Community Schools Technical Assistance Centers, and supported related initiatives. Carri’s interest in community schools began earlier in her career as a museum educator, before she had the language for the approach. At Olana State Historic Site, she designed school programs grounded in place-based learning and community-connected instruction. Her work in partnership with local teachers and organizations drew on cultural and environmental resources to make learning relevant and strengthen civic engagement. Carri recently joined NYSED’s Office of Teacher and Leader Development.

• Diane Fox (Saranac Lake Central School District)

Diane Fox has more than 30 years of experience in public education and has served as Superintendent of the Saranac Lake Central School District for the past 12 years. From the moment she arrived, she made clear that, to her, leadership is rooted in knowing and serving the community—not simply delivering policies or programs. Those values continue to guide her work.

Saranac Lake is a small, rural district in the heart of the Adirondack Mountains. Despite the geographic constraints, students lack few, if any, opportunities provided in larger districts. In 2018, Diane spearheaded the district’s formal transition to a Community School model, recognizing that student success is inseparable from the well-being of families and the broader community. Under her leadership, the district expanded wraparound services and enrichment opportunities designed to support the whole child and reduce barriers to learning.

Today, the Saranac Lake Central School District serves as a true community hub and is recognized as a model Community School across the region.

Diane is deeply grateful for this recognition and for the New York State Network for Youth Success’s continued leadership in advancing Community Schools across New York State. She recognizes that this work is never done alone and reflects the commitment of educators, afterschool professionals, community partners, families, and students who believe in schools as centers of connection, opportunity, and support.

• Jermaine Small (Partnership With Children)

Jermaine Small is a dedicated educator, artist, and social entrepreneur committed to the Community School philosophy: the belief that when schools, families, and neighborhoods collaborate, students thrive. With a natural gift for cross-industry networking, Mr. Jermaine specializes in building the “bridge” between the classroom and the community, ensuring that students and families have seamless access to the resources, relationships, and opportunities they need to thrive.

In his leadership role, JS is a principal facilitator of integrated student supports. He works deeply within the school ecosystem to:
· Foster Positive Climate: Collaborate with staff and stakeholders to cultivate a school culture rooted in belonging and mutual respect.
· Drive Student Success: Develop and execute high-impact strategies to address barriers to learning, with a specialized focus on chronic absenteeism and student-life wellness.
· Empower Families: Build authentic partnerships with parents, transforming the school into a hub for multi-generational growth and support.

The Power of the Narrative
Beyond his administrative leadership, Mr. Jermaine is a writer and artist. His work as a playwright, poet, and screenwriter is not a separate pursuit, but a vital extension of his community work. He uses storytelling as a tool for:
· Amplifying Voices: Giving a platform to the lived experiences of the students and neighborhoods he serves.
· Community Engagement: Using creative mediums to spark dialogue and connect diverse groups across social and economic divides.
· Social Advocacy: Crafting narratives that challenge the status quo and envision a more equitable future for urban education.

A Holistic Visionary
Jermaine’s background as a social entrepreneur provides him with a unique “big picture” lens, allowing him to navigate complex systems with the precision of an executive and the empathy of an educator. Whether he is drafting a new play or a new school-wide attendance initiative, Jermaine Small remains committed to one goal: making a tangible, lasting difference in the lives of the people who call his community home.

• Christopher Chin (Brooklyn Landmark Elementary)

STEAM Teacher at Brooklyn Landmark Elementary School since 2016. Before that I was a 3rd Grade/STEM teacher at a charter school (Empower Charter School) for 4 years.

10+ years ago technology wasn’t as advanced as it is now. Back then it was just teaching the kids how to use presentation applications and create documents. Keyboarding was also a skill that was taught back then. Now that technology has advanced greatly, I started to think about
using our existing technology for more interesting projects than just presentations. We had afterschool programs for stop motion animation and robotics. The students learned how to pseudo code and if they were advanced enough Python. I felt that as educators we needed to
teach our scholars to keep up with 21st Century technology skills such as coding, robotics and engineering. Working in a Title 1 school, it was important to me that these kids had the same experience as students in more affluent neighborhoods. Hopefully I was able to inspire students
pursue future employment in engineering, coding and robotics.

• Aimee Hilario and Florencia Muñoz

I came from the Dominican Republic with my green card in 1970, when I was 5 years old. Raised in a family of 6 brothers and 2 sisters. A few years later, I became a citizen. Finished high school, not with a regular diploma, but went to night school to obtain it. I was never interested in going to college because I like learning different things, being stuck in one field wasn’t my interest.

I studied nursing for 6 months, Word processing, real estate and cake decorating. Even though I didn’t follow any of those studies, I know I have the knowledge.

I’ve worked as a receptionist at Beth Israel, in a bakery shop and as an office assistant in a belt company. Most of my life I worked with my family who owned factories of Women’s Sportswear. I learned how to sew on all the machines. Later on I became the Office Manager.
I left my parents house at 18 years to a failed marriage. Been on my own ever since. Raised 4 kids from 2 different fathers on my own. I had my struggles, but nothing kept me down. I’ve been fortunate, my kids are now hard working adults. I have a Registered Nurse, Veterinarian, Cyber Security and a restaurant worker.

I stopped working due to medical reasons as an Office Manager while I was pregnant with my 3rd daughter. I still managed, without working, to take care of my family. They never went hungry or without shelter.

When my daughter was 15 years old, she got pregnant. I told her not to be scared or worried about it, that somehow, someway, we will manage. On October 10, 2013, my 1st granddaughter Aimee was born. It was special because I was there to see her come into this world. I knew for a fact I was going to have to take the mother role, but at the same time teach my daughter responsibilities. She got her high school diploma. Now she’s in college studying Cyber Security.

Raising Aimee has been a blessing. She’s grown to be such a smart, educated, talented and sometimes funny individual. She’s been able to apply for high statuses schools, but refuses to go because she doesn’t want to leave her friends. She wants to attend the School of Performing Arts.

For 12 years she’s been my rock to continue in life. Keeping me busy taking her to all the events I could find to take her. Register her in sports, such as hockey, soccer, softball and Tae Kwan Do which she got her black belt in April 2025. She’s learned skateboarding, bicycling, ice skating, etc. I have taken her to volunteer at a pantry to teach her the meaning of helping the less fortunate.

Sometimes we spend hours just chatting about my past life. She loves listening to my stories. I teach her about life and definitely don’t hold anything back. I tell her like it is about boys, drugs, respect, love, learning, technology, etc. I expected at her age for her to stop spending so much time with me because she has different interests in her life. But I will never, as long as I have breath in me give up on her. I don’t care how old she is, I will always be around to support her.

• Tyler Boehm (The Belle Center)

I have a Bachelor’s degree in Childhood Education Grades 1 – 6 and a Master’s degree in Curriculum and Instruction from Buffalo State University in Buffalo, NY. I am currently pursuing a PHD in Curriculum and Instruction from Liberty University. I work at The Belle Center located on the lower west side in Buffalo, NY. At The Belle Center the youth programs offer a place for youth to come together and continue to learn academics while exploring their culture and other opportunities that other youth have that the youth in this community do not get to do. I have been in the field for 7 years working as an elementary teacher in low-income schools for 4 years before shifting gears and working for 3 years as the director for afterschool and summer programs at The Belle Center. I wanted to work in the afterschool field to continue to work with children after I left the teaching profession. Also, I wanted to give back to my community. When not working with the youth, I enjoy spending my time with family and reading, music, and cooking. Also, I am a big Buffalo Bills and Buffalo Sabres fan. Be Good, Do Good, Go Bills!

• Chrissel Cocerez (West Side Community Services)

I am a Teen/Youth Specialist at West Side Community Services. While I am a certified medical coding and insurance specialist, my true passion lies in working with young people and making a meaningful difference in their lives.

I joined WSCS in October 2025 and quickly found purpose in supporting youth through guidance, encouragement, and positive connection. I chose to work in the afterschool field because I believe every young person deserves a safe space to grow, be heard, and discover their potential. Watching young adults build confidence and develop life skills is what motivates me every day. For example, I’ve been preparing them to obtain their driving permit.

I am committed to continuous learning and professional growth, and I strive to be a positive role model who helps inspire youth to believe in themselves and their futures.

• St. Nicks Alliance @ Madiba Prep Middle School

LaToya Charles is the esteemed Program Director for St. Nicks Alliance at Madiba Prep Middle School, where she has dedicated the last three years fostering inclusive and enriching afterschool opportunities for hundreds of New York City youth.

Under LaToya’s leadership, St. Nicks Alliance afterschool programs have flourished, notably achieving a 40% increase in student participation in various initiatives and establishing partnerships with local businesses and cultural institutions. She successfully spearheaded the Google Certification program, which recognized her as Google Partner of the Month in March 2024. As a proud HBCU grad, she has introduced the concept of attending in multiple ways including trips to HBCU basketball games as well as incorporating it in leadership activities.

LaToya believes deeply that every young person, regardless of their background, deserves access to high-quality resources and inspiring role models. Her tireless advocacy and innovative program design have not only improved academic outcomes but have also built a strong, resilient community where students feel empowered to explore their talents and chart their own futures.

• Michelle Avila (Children’s Aid)

Michelle Avila is a lifelong Bronxite with a deep commitment to public service and social impact. She brings more than fifteen years of experience across the government and nonprofit sectors, with deep expertise in government relations, issue advocacy, coalition building, message development, and policy analysis.

Michelle currently serves as Director of Public Policy at Children’s Aid, where she leads the development, coordination, and execution of the organization’s public policy and legislative agenda. In this role, she advances advocacy strategies at the local, state, and national levels, working closely with partners and coalitions to mobilize support for policies that strengthen outcomes for children and families.

Prior to joining Children’s Aid, Michelle was Manager of Community and City Affairs in NYU Langone Health’s Office of Government and Community Affairs. She also served in NYU Langone Health’s Office of Development, partnering with the Senior Vice President to advance fundraising strategy and Board of Trustees engagement. Earlier in her career, Michelle served in the office of a New York State Assemblymember in the Bronx and played integral roles in multiple state and city political campaigns.

Michelle holds a Master of Public Administration in Public and Nonprofit Management and Policy from NYU Wagner and a Bachelor of Arts in Political Science from Fordham University.

• Tinnycua Williams (New York Works for Children, The Aspire Registry, NY Early Childhood Professional Development Institute, City University of New York )

Tinnycua Williams is the Director of Professional Development Quality Assurance at New York Works for Children, New York State’s integrated professional development system for the early childhood and school-age workforce. With over 20 years of experience in youth development, she has served as an afterschool staff member, program director, trainer, and systems leader. Tinnycua is a SAC Credentialed Professional through the New York State Network for Youth Success and holds the New York State Training and Technical Assistance Professional (T-TAP) Credential through New York Association for the Education of Young Children. Her work centers on strengthening professional development systems that reflect and support the school-age field.