*Lead the division's statewide Vocational Rehabilitation programming for students, the provision of Pre-Employment Transition Services (Pre-ETS) under The Rehabilitation Act of 1973, amended in 2014 as Title IV of the Workforce Innovation and Opportunity Act (WIOA). *Strive to ensure students with disabilities across Washington State receive equitable and appropriate Pre-ETS services despite barriers including state region, race, ethnicity, socio-economic status, and access to public transportation and technology.*Former Special Education Transition Specialist with extensive experience in problem-solving, cultivating amicable relationships with stakeholders and leveraging networking skills to creatively support students with disabilities via meaningful and appropriate Transition Services. *Subject matter expert in identifying transition improvement areas melding services with best practices to strategically aim for the best possible individual student outcomes for students with disabilities across Washington State.

9/2019-10/2022Support Every Student Succeeds Act (ESSA) work by working with districts providing ongoing and individualized support including technical assistance, coaching, and staff training necessary to implement selected transition planning practices and systems, improve and develop consistent practices related to career awareness, career exploration, self-advocacy, self-determination, and developing individualized post-secondary transition plans. Assist in developing a collaborative partnership with organizations and individuals within the charter school community, including authorized charter schools, Washington State Charter Schools Association, and other regional and statewide organizations for the purpose of helping to establish and stabilize a strong Special Education Collaborative as well as a sustainable working relationship with PSESD and OSPI.Provide technical assistance to school districts in the areas of the graduation pathways and the High School and Beyond Plan (HSBP) to support student success and alignment between the pathway chosen, the HSBP, and the individual student transition plans. 7/2017-9/2019 I managed the DVR contract, which afforded students in special education the opportunity to hone their skills by partaking in Pre-Employment Transition Services (Pre-ETS). The Pre-ETS offered students experiences enabling them to realistically explore, and then make meaningful and deliberate post-high school plans. The goal was to prepare students leaving high school to be prepared, and marketable in the competitive workforce.

As a language and cultural specialist, I worked directly with clients (adults and children) creating a personalized and unique program designed to fit the needs, interests, and goals of each client. Additionally, I worked closely with clients recommending activities, materials, and opportunities to support clients with their goals and passions. I developed an appropriate curriculum to support clients in meeting their individual needs focusing on their home country and the skills they desired to acquire in order to better acclimate to American culture.

• Case managed approximately 25 students while providing instruction in the areas of Study Skills, Fundamental Reading/Language Arts, and Fundamental Writing • Successfully documented IEP goal progress, using Goalview to monitor and track student progress toward their IEP goals and objectives.• Facilitated Transition Planning including developing curricula and activities to help students work toward determining post-high school plans including setting goals and making community connections. • Worked closely with the school psychologist, general education teachers, counselors, nurse, administration, and others in the best interest of the students and their needs.• Communicated regularly with parents on the progress of their students academically, socially, and emotionally.

• Case managed approximately 30 students and served as department head in a school setting with students from cross-cultural backgrounds.• Developed curricula to meet and support the individual needs of students to help facilitate students' growth and further their success beyond the classroom in their post-secondary educational pursuits. • Instructed students in special education in grades 9-12 in the content areas of practical History, English, Study Skills, and Functional Maths (including transition planning in Jr/Sr. English Class).• Documented IEP progress and facilitated students mastering their IEP goals and objectives.• Worked closely with parents, the school psychologist, general education teachers, counselors, nurse, administration and others in the best interest of the students and their individual needs.

Provided language and cultural training for Microsoft clients and their children new to the United States focusing on their accent, idioms and expressions, holidays and other related cultural practices

• Instructed all students K-6 in the Standards-Based System incorporating all ten Lake and Peninsula School District content areas into the curriculum encouraging the students to become, in accordance with the district’s mission statement, “… self-directed problem-solvers…” who are confident, competent, and “…academically proficient learners…”• Utilized Alaska State and Lake and Peninsula School District’s Standards to drive instruction and assessment.• Created and implemented Personal Education Plans (PEP's) with each student.• Designed and taught lessons using developed curricula in centers across the core content areas of reading, writing, and math.• Incorporated the community with classroom events to facilitate positive community interaction, in addition, to assure students are secure in their own heritage