- Lead and organize the work of the AEA 4 Disciplines ofExecution Core Team and provide direction, coordination, consultationand oversight to WIG Coaches, and WIG Team Leads.- Apply deep knowledge of PK-12 curriculum and instruction,adult learning models, acquire and use meaningful, current data toconduct program evaluation processes. Develop high-quality writtenprogram evaluation reports to the evaluated teams/programs, theleadership executive team and summarize results for the Board ofDirectors.- Participate in development and leading the agency’s implementationof data collection and regular reporting of the agency’s strategic plan;monitoring for alignment to the agency’s mission, vision and corevalues and ensuring world class service, support and advocacy foragency school districts and staff within a theory of collective impact.- Develop, monitor and implement an annual operating budgetfor the data, program evaluation and strategic planning teams aspart of the agency’s overall budget.- Supervise and/or evaluate professional staff on the data, WIG, andprogram evaluation teams, using excellent coaching strategies andsupport with members of those teams.- In collaboration with the Chief Administrator, develop andimplement a five-year cycle of review and update of Board policies andadministrative procedures. Partner with the Human Resources andCommunications teams to ensure all procedures and practices of theagency are documented and clearly communicated to employees andstakeholders.

- Assist the Executive Director of Special Education with communications, training, and monitoring work with building administrators to effectively implement all special education functions with emphasis on LEA compliance, LRE assurance, Seclusion & Restraint compliance, Para utilization, Discipline of students with disabilities, implementation of eligibility processes and closing the achievement gap.- Assists teachers and administrators in understanding and properly enforcing federal, state, and district policies and regulations related to special education. - Provides direct assistance to special education teachers regarding implementation of the Individuals with Disabilities Education Act (IDEA). - Provides guidance and assistance to teachers and administrators in implementation of IDEA to include but not limited to Individualized Education Programs (IEPs), highly qualified teacher mandates, discipline procedures, data collection and reporting. - Provide oversight of the Heartland & Children’s Square Programs including Coalition liaison work, Mercy Partial and Transition Programs, and Transition Alliance Program- Coordination with building administrators of SPED roles and functions linked to the MTSS/DAIS processes. - Provides training and support to teachers, paraeducators, and administrators to increase knowledge and skills to support effective, quality, special education programming. - Monitors implementation of the district’s special education policies and procedures and recommends corrective action to the Executive Director of Special Education when necessary. - Works collaboratively with Green Hills Area Education Agency (GHAEA) personnel to provide coordinated services across the district and maximize the resources available to address needs of the district. - Represents the district at Coalition meetings, parent group meetings, paraeducator advisory committee, and related special education working groups.

• Program lead for Science, Special Education, and Exploratory departments• Developed improved and streamlined behavior documentation process for students• Instituted Student Support programming for students with need of Tier 3 support• Development of transition program for district through collaboration with administration team• Member of Special Education Lead Team for district • Facilitate professional development for all faculty to support excellence throughout the school• Assisted with curriculum development, instructional strategies, and lesson planning to oversee classroom activities • Observation and evaluation of staff members measured through Iowa Teaching Standards• Aided in creation of Essential Elements alignment to Dynamic Learning Maps to streamline process of assessment• Liaison between public school and out-of-district placements for students with high-level of need• Supported, developed, and implemented School Improvement Plan through collaboratively while guiding through professional development• Promoted and re-aligned Middle School Reform process through collaboration with administration team and district officials

• Created and developed Bellevue West High School Transitions program independently• Established Business Advisory Council with over 40 local contacts• Grew new recruit and applicant list to triple the initial class • Launched mentoring program tying PayPal employees and managers to students through various activities• Increased department outreach by 300% over the course of the first year• Structured Transition department outlook for current and future school years• Constructed partnerships with ten local companies to allow more opportunities for students with disabilities• Independently developed program model at PayPal for Bellevue Public Schools• Collaborate with local businesses to increase internship variety and options for students• Responsible for all partnerships with state agencies such as Vocational Rehabilitation and Department of Disabilities• Built partnership between school district and Ability One providing internship opportunities for ten students a year• Directed all career research and job readiness curriculum studies through classroom opportunities

• Created and developed Bellevue West High School Transitions program independently• Launched and created Bellevue West High School Level II Behavior Disorder program• Targeted local businesses and corporations to establish relationships for Transition program• Curriculum development for Transitions course, math elective course, and Level II classroom• Mediated and coordinated all relationships with Nebraska Vocational Rehabilitation• Member of RtI Best Practices team with an emphasis on building positive relationships• Streamlined special education documents by converting them to Google Drive• Established goals and developed modifications for students to be successful in general education• Structured career development lessons and experiences for students in special education department• Directed students with IEPs to Partnership of Youth Development for scholarship opportunities• Contributed to Perkins Loan Grant development with various administrators for 2012-2013 • Redesigned and restructured observation and behavior point sheets for special education department• AdvancED committee member focused on improving school through various program implementations• iPad Academy Team Member responsible for creating and establishing consistent curriculum for department

• Independently taught Level III Behavior Disorder students and Level III Learning Disorders• Head of Behavior Disorder department for the 2010-2011 school year• Co-teaching partner in the general education language arts and math rooms• Developed and implemented individualized education programs for students• Identified goals for students’ individual needs and abilities• Modeled and consulted general education teachers on modifications and accommodations• Directly coordinated with parents, teachers, teacher assistants, and other support staff• Worked along side other professionals key in developing educational programs• Created diverse techniques to promote active learning • Exercised flexibility within the classroom addressing students needs through accommodations• Implemented various assessments to assure growth in student goal areas• Monitored progress of students on their individualized education plan goal sheets• Promoted use of behavior monitoring worksheets that would be used throughout the building• Actively involved in students’ behavioral, social, and academic development• Aid to students in terms of developing emotions, comfort level, and awareness of acceptable behavior• Examined students regularly to assure progress on IEP goals