~ Spearheaded the development of a school library, acquiring and curating hundreds of books, including titles that reflect the diverse needs and backgrounds of students with special needs.~ Organized numerous book giveaway events for staff and students, distributing donated books to promote positive literacy experiences and encourage a love of reading.~Collaborated with colleagues to design and pilot a multi-tiered system of support for literacy, successfully implementing the plan in a classroom setting. ~Utilized data from literacy screeners to develop individualized literacy prescription sheets, setting targeted goals that enhanced students' literacy levels and overall skills.~Designed and delivered Tier 3 structured literacy interventions using high interest decodable texts and strategies acquired at Crafting Minds training sessions.~Consulted regularly with teachers to create positive classroom communities where students' voices were valued and trusting relationships were established.~Led professional development sessions to train support staff to maximize their potential, and collaborated with teachers to empower them to delegate responsibilities effectively, engaging all learners. ~Worked in partnership with school leaders to form a cohort- A Sense of Belonging- to innovate and evolve the support needed for all in the CREST Community to feel included and welcome.~Consistently modeled universally designed lessons daily that engaged all learners and staff across K-12 classrooms.~Created curated resources for monthly curriculum newsletters based on teacher requests which were followed up with job-imbedded professional development opportunities for classroom teachers.~Boosted confidence of students, support staff and new teachers by providing regular positive feedback through in-person consultations and follow-up emails, highlighting class observations.

~Collaborated with parents, administrators and counselors to develop academic improvement plans for struggling students.~Integrated Social Emotional Learning (SEL) into academic learning to help students learn to persevere with challenging tasks and build resilience for later educational efforts.~Established and maintained positive classroom environments (in person and remotely) by engaging students in relationship-building activities to grow as a respectful class community. ~Planned highly engaging Tier 1 lessons across content areas for groups of up to 20 students and while also providing Tier 2 small group and individual support as needed.~Collaborated with other teachers and administrators across the district to determine the most effective teaching strategies for students.

~Prepared all required monthly and annual reports and maintain all appropriate Title I records for the Town of Reading.~Remained current on laws and requirements regarding the Title I Program and meet with RPS administrators to implement regulations. ~Monitored Title I schools for adherence to all Title I guidelines and regulations. ~Oversaw the development and implementation of parental involvement activities related to Title I requirements.~Facilitated the FY 14 Coordinated Program Review (occurs every six years) for the MA Department of Elementary and Secondary Education (DESE).

~Administered a variety of literacy assessments (including the Fountas and Pinnell Benchmark Assessment, DIBELS and District Determined Measures-DDMs- for writing) to students in grades K through 5 to determine Title I eligibility as well to inform intervention instruction.~Collaborated with classroom teachers in Title I schools to analyze data and determine the best instructional methods for teaching writing.~Modeled whole class writing mini-lessons for classroom teachers using the workshop model.~Provided small-group intervention to targeted Title I students following whole class mini-lessons.~Hosted and provided positive pre-practicum experience for two graduate students in the Literacy and Language Master’s Degree Program at Boston University.

~Provided job-embedded professional development regarding research-based literacy instruction to K-5 classroom teachers.~Established trusting relationships with staff through interactions including staff presentations, study groups, co-teaching, modeling mini-lessons, observing lessons and providing feedback during one-to-one conferences.~Hosted and provided a positive pre-practicum experience for a graduate student in the Literacy and Language Program at Boston University.~Presented ideas to parents for incorporating fun literacy activities into their daily summer routines with their children at a Title 1 Literacy/Numeracy night.~Attained seven credits in coursework to update my knowledge of best literacy practices for elementary classrooms including: word study instruction, vocabulary and concept development, reading and writing workshops and integrating literacy and science inquiry.

~Administered a variety of literacy assessments (including the DRA2, DRA2 Word Analysis, DIBELS, and the Clay Observation Survey) to students in grades K through 5 to determine eligibility for reading services as well to inform intervention instruction.~Provided small-group reading intervention to struggling readers. Instructional sessions occurred 4 times a week for 30 minutes and included: rereading a familiar book to develop fluency, a guided reading lesson with a new book, phonics/ comprehension strategy instruction based on the students' needs and a take home book/activity. ~Collaborated with other staff during Teacher Support Team (TST) meetings, literacy department meetings and special education team meetings regularly contributing information regarding assessment results and intervention strategies as they pertained to our struggling readers. ~Facilitated an action research project with a team of 4th grade teachers analyzing the following question: What strategies can we implement to close the achievement gap and bring all students to a level of proficient in reading and writing?~Contacted parents, sending newsletters and email updates giving an overview of the skills students have learned as well as helpful tips to promote reading skills at home.

Grades Six through EightTaught reading comprehension strategies to struggling readers based on their individual learning needs.Consulted with students' teachers weekly to design reading lessons that tied in with their content area classes.Used both informal and formal assessments to determine each student's learning needs to inform instruction.Wrote reading goals and objectives for students' Individualized Education Plans and attended meetings with parents and teachers to discuss each student's literacy strengths and needs.Analyzed the 2002 Language Arts MCAS results for the school determining curriculum areas that need to be aligned with the state's curriculum framework and reported findings to the Language Arts Chairperson. Devised and conducted a classroom based inquiry project to determine strategies for motivating struggling seventh grade readers to read for enjoyment.Presented a professional development workshop titled Reading in the Content Areas to the school's Social Studies Department and at a NELMS conference.

Language Arts and Social Studies Language Arts~Utilized a variety of student-centered instructional strategies to teach reading comprehension, spelling, grammar, vocabulary and writing skills, to approximately thirty students. ~Differentiated instructional strategies based on students' learning styles in the areas of oral language, written expression, oral reading, silent reading, spelling and vocabulary skills.~Trained students to use the Writing Process by providing a variety of authentic assessments each quarter, including checkpoints for rough drafts and revisions and a grading rubric for each final product.~Created exams using questioning strategies similar to those found on the MCAS exams. These included multiple choice, short answer and open response questions. Responses were graded with rubrics modeled after those used for the MCAS exam. Social Studies~Taught World Geography to approximately eighty students using differentiated instruction based on students' learning preferences.~Developed lessons that promoted cooperative learning, holding each student accountable for a unique aspect of the lesson.~Collaborated with the Department Chair and Social Studies Team to align the curriculum to the newly released state standards and helped students to earn the highest scores in the state two years in a row.