RIDER REPORT

Fostering global citizens is one of Ichabod Crane’s top priorities and is central to our Portrait of a Rider, a key component of the district’ Instructional Program Vision.

This November, we proudly hosted our first annual Celebration of Languages and International Scholars, bringing together students, families, staff and community members to celebrate our shared commitment to international education and global learning. The event welcomed dozens of attendees and featured a potluck and presentations highlighting the programs that anchor this work.

These programs include World Language and English as a New Language (ENL) instruction, our International Scholars Program, the New York State Seal of Biliteracy and the Angelo Del Toro Puerto Rican/Hispanic Youth Leadership Institute (PR/HYLI).

It was inspiring to come together as an Ichabod Crane community and hear directly from individuals impacted by these initiatives, including a Class of 2016 graduate who has gone on to become a Bilingual Education Teacher, who is featured in the Riders Rising article below. The district launched Riders Rising in fall 2024 to celebrate alumni achievements and our commitment to providing multiple pathways for student success.

Being bilingual is truly a superpower that provides many academic, social and emotional benefits, while facilitating deep, authentic connections.

I invite you to continue reading to learn more about these outstanding programs and the dedicated students and staff who make them possible.

Together, these programs reflect our ongoing commitment to preparing students not just for academic success, but for meaningful engagement in a diverse, interconnected world.

We are proud to celebrate the achievements of our students and look forward to continuing to nurture the next generation of global citizens.

Articles in this edition:

• Riders Rising: Celebrating Bilingualism, Culture and Community

• Portrait of a Rider in Action: International Scholars at ICC

• Celebrating Multilingual Excellence: Seal of Biliteracy at Ichabod Crane

• Empowering Student Voice and Leadership Through PR/HYLI

• What’s Next in February

• #ICYMI

Ichabod Crane welcomed back Yulissa Gomez, a graduate of the Class of 2016, in November when she returned to campus for the first annual Celebration of Languages and International Scholars.

Ms. Gomez served as one of the event’s featured speakers, which was attended by dozens of students, their families, staff and community members.

A proud graduate of Ichabod Crane, her journey and career embody the lifelong value of bilingualism, cultural proficiency and international education.

“This moment meant so much to me, both personally and professionally, because I was able to witness unity during a very difficult time in the United States,” Ms. Gomez said. “In my view, being bilingual or multilingual is truly a gift and a superpower. One of the greatest strengths of bilingualism is the ability to communicate across cultures and connect with a wider range of people. Additionally, being bilingual often strengthens cultural awareness and empathy, as it allows individuals to understand and appreciate different perspectives.”

Her message to all Ichabod Crane students who are bilingual, multilingual or learning a language: “Continue pursuing your dreams, because in the end, it will be worth it. As someone from an immigrant background, I want you to know that your identity and heritage are powerful. In a country built by immigrants, your voice and culture matter.”

Born in Hudson, Ms. Gomez grew up in a Spanish-speaking household before moving with her family to Puebla, Mexico at the age of three. There, she attended kindergarten and primary school. When she was 12, her family returned to the United States so that she and her siblings could pursue higher education and become fully bilingual and biliterate – an intentional decision that would shape her academic path and professional future.

Adjusting to a new country and language was not easy, but Ms. Gomez credits her family, friends and the Ichabod Crane community for helping her succeed. While at ICC, she received support from English as a New Language (ENL) teachers, a bilingual home-school coordinator and general education teachers who advocated for her academic success. She also participated in migrant programs that helped her connect with other Latino/Hispanic students through experiences such as field trips to historically significant places across the United States.

Ms. Gomez describes several “life-changing opportunities” that shaped her development as a bilingual individual, including the Angelo Del Toro Puerto Rican/Hispanic Youth Leadership Institute (PR/HYLI), Ichabod’s SALA Latina/International Student Organization and participation in school sports.

Joining PR/HYLI was one of her earliest and most impactful experiences. The program prepares Hispanic students for community leadership by providing a forum to discuss the social, economic and political issues facing the Hispanic population – turning those conversations into opportunities for advocacy, civic engagement and learning the legislative process.

“Through PR/HYLI, I learned that I have a voice as a Latina in the United States and I also learned and experienced the legislative process involved in passing a law,” she said.

With the support of Theresa Longhi, now retired High School ENL teacher and High School Principal Craig Shull, Ms. Gomez helped establish the first Latino/Hispanic and multicultural club at Ichabod Crane: SALA Latina/International Student Organization, which still exists and thrives at the High School.

“The club not only allowed me to grow in my dual identity, but it also paved the way for others with similar experiences by creating opportunities such as access to scholarships, educational workshops and community connections,” she said.

Her involvement in soccer and track further supported her language development, reinforcing the idea that language acquisition thrives when practiced in real-life contexts.

Life after Ichabod Crane

After graduating, she went on to study at SUNY Oneonta, where she earned a bachelor’s degree in early childhood education with a concentration in Spanish. She is currently pursuing her master’s in Bilingual Education at SUNY Brockport, while working as bilingual education teacher in Albany.

As a teacher, she works daily to support multilingual learners and immigrant students. She knew at a very young age that she wanted to work with children.

At Ichabod Crane, we are committed to helping students become true global citizens – a cornerstone of our Portrait of a Rider included in our Instructional Program Vision.

Curious, empathetic and ready to engage with the world, our students explore diverse cultures, forge international connections and take part in experiences that expand their horizons and leave a lasting impact.

One way we bring this vision to life is through our International Scholars Program. Last school year, the program welcomed two students from Germany and one from Italy to the High School. Each student lived with an Ichabod Crane family and spent several months experiencing life and education in the United States.

Their time at Ichabod was transformative for them and for our entire community.

This year, the program has grown even further, with five International Scholars now enrolled at the High School from Spain, the Canary Islands, Italy, Switzerland and Brazil.

One of our International Scholars, Héctor Moreno Quintana from the Canary Islands, is living with Carrie and Dave Knudsen and their children, Healen (11th grade) and Amalia Mae (8th grade). Ms. Knudsen herself had early exposure to hosting, as her family welcomed international students when she was in high school. Wanting to offer that same experience to their own children, the Knudsens chose to participate in the International Scholars Program to help their family learn about different cultures and deepen their empathy through daily life with someone new to them.

As they shared, “David is a Global Studies teacher and Carrie also works in education so we know children learn best from primary experiences. We both love to travel and learn about new places so we are also excited to share our culture with a student from abroad and help them to better understand that living in another culture is magical and nuanced.”

As a family unit, they decided to pursue the program and were matched with Héctor, who arrived in the United States in August 2025. Even before his arrival, the Knudsens connected with Héctor and his family through emails, texts and video calls.

One of their most memorable moments came when they first met him: “We remember how warm Héctor's smile was, how eager he was to learn everything about everything and how grateful he was for this experience to live in another home for a year.”

Since then, the family has embraced the opportunity to share traditions and learn from one another. They’ve enjoyed cooking together, including learning to make mojo (a zesty condiment), tortilla de papas (a thick omelet-like dish with potatoes) and coconut balls – three of Héctor's favorite foods from the Canary Islands.

One especially meaningful moment for Mrs. Knudsen was video calling with Héctor's mother and receiving feedback on the tortilla they made together.

The Knudsens have also loved exploring cultural and language differences, from explaining American idioms and local town names to watching Héctor experience snow and cold weather for the first time. Family traditions like weekly Thursday dinners with Mr. Knudsen’s parents, game nights and shared activities have helped make Héctor a true part of the family. He’s even introduced them to a new version of Uno (No Mercy!) and has proven to be “ridiculously good” at Clue.

Both Héctor and Healen ran cross country this fall, strengthening their bond through a shared athletic experience. Together, they’ve also traveled to North Carolina, Virginia, New York City for the holiday lights and have plans to visit Vermont over February break.

For Héctor, the exchange experience has been truly life-changing. He lives in Gran Canaria, one of the main Canary Islands, with his mother, father and sister. He described his mom as an awesome cook who goes to the gym and reads. His dad loves hiking and biking and his 9-year-old sister likes singing and skating. Where he lives, summer is the only season, so the beach is the main place to gather.

Since arriving at Ichabod Crane, Héctor has enjoyed many memorable moments and experiences. Some of his favorites include cutting down his first real Christmas tree, visiting New York City and playing board games with his host family.

“The football games surprised me so much. They were just like the movies,” he said, describing his experience at Ichabod Crane so far as “awesome.”

“The people are really friendly and from the beginning I have felt welcomed and supported by everyone … it feels like everyone is very united,” Héctor added. “I’m taking classes I never imagined studying, like ceramics, forensics and U.S. history. In Spain, everyone takes the same subjects."

Héctor shared that he has always wanted to have an exchange year in another country. He dedicated himself to his studies, earning strong grades and working to improve his English, as he pursued one of the 450 Becas Fundación Amancio Ortega scholarships, which allow students in Spain to spend their junior year in Canada or the United States. On December 28, 2024, he learned he had achieved his goal and would be studying in the United States.

He vividly recalled the moment he learned he had been matched with a host family.

“I just had breakfast and I was in my bedroom painting a canvas, when I got a call from my agency and at that moment my heart rate started rising. Every sentence of information I read made me even more excited. My parents weren’t home so I called them, I told all my friends. I remember that day pretty clearly, it was a blast, because I knew my exchange year was heading to an awesome start already.”

His journey to the United States was just as memorable. He had four flights, starting with one from Gran Canaria to Madrid, followed by flights to New York City, North Carolina and finally Albany.

When he arrived in Spain, he joined his friends who had also received the scholarship. On the day of his flight to New York City, he recalled, “we arrived at the airport, we went through security and when we got to the plane to go to the United States, I was speechless.”

“Looking out the window of the plane and seeing NYC and the Statue of Liberty felt surreal,” he said.

Now in its sixth year at Ichabod Crane, the New York Seal of Biliteracy program continues to offer students a rigorous and rewarding pathway to recognize their high level of proficiency in multiple languages. Earning the Seal requires students to demonstrate strong skills in both English and a target language through a variety of measures.

These include performance on ELA Regents and AP exams, final grades in 11th and 12th grade English and/or a research-based culminating presentation in English.

For the target language, students must meet additional requirements, such as an average of at least 85% in Level 4 or 5 courses or a score of 6 or higher (out of 9) on a standardized exam based on standards set by the American Council on the Teaching of Foreign Languages. They must also complete a culminating research-based project and present it in their target language.

This year, 14 Ichabod Crane seniors are pursuing the Seal of Biliteracy.

High School Spanish Teacher Penelope Walker, who mentors eight of those students, says the Seal is one way the Ichabod Crane community demonstrates the importance of multilingualism and cultural proficiency.

“Our vocabulary, our lives, are made richer because of the influence of other languages and cultures,” Sra. Walker said. “I love to see the interest and the passion that the students express as they work on their projects.”

High School senior Montserrat Cruz chose to work toward the Seal of Biliteracy to highlight the value of bilingualism and its impact beyond the classroom — researching mental health.

“Being strong in both your native and second language is important. I chose to pursue it because I wanted to show that I could still be strong in both languages and so later in life I could help others,” she said.

“I have already done my paper for my Psychology class and I chose to use it for the Seal of Biliteracy because I think this is something important right now in our society. Right now I am in the process of revising my research paper and translating it into Spanish.”

Another student, Anthony Snyder, is pursuing the Seal in English, Italian and Spanish — researching nuclear energy.

“Through this experience, I hope to gain a deeper understanding of the cultural aspects and nuances of my languages that I might not otherwise have had the opportunity to learn and comprehend,” he said. “By doing more specific research, there will be a chance for me to understand aspects of the cultures and languages that go beyond the grammatical structures and vocabulary.”