Cq Wilder, M.Ed Email & Phone Number

●Teach foundational English concepts that include grammar, conversational skills, reading comprehension, and academic writing.●Create midterms and finals●Write lesson plans, create presentations, and hold interactive small groups

Washington, Dc

Karla the Dog is a courageous learner who explores the world and more in educational and social ways. If anyone wants to learn something new, it is Karla the Dog. As the dog who never sits still, Karla continuously finds herself in situations that gives her the opportunity to not only explore her surroundings, but to learn from them. When she is not boating in the ocean solving underwater mysterious, or preparing to take a trip into space, or exploring the sounds of the forest, she is in her own neighborhood and city questioning the who, what, when, where, and why of it. Karla the Dog takes learning and adventure to a whole new level. As the main character in “Karla the Dog”, she finds herself meeting up with old dog friends like Ali at the farm, Bella at the space station, and Nala at the urban garden while also meeting new friends that guide her along her adventures too. If it’s not the day octopus in the ocean, Tim the tiger on the island, or farmer Bill, then there are animals like frogs, bees, jellyfish, rabbits, and stingrays that teach Karla interesting facts about themselves in mathematical ways. During her adventures, the inquisitive Karla understand the importance of the process of preparation and thinking.

Washington D.C. Metro Area

• Supports Achievement for English Language Learning Students and other Low Language Students• model, a scientifically-based research, standards-driven instructional program.• Demonstrates a strong understanding of the problem-solving Response to Intervention instructional model.• Writes high quality, systematic CALLA-based small group unit plans• Uses child baseline and progress monitoring data to develop individual goal plans for each ELL student.• Reviews and provides feedback on the creation of instructional interventions (DIP and Tier 2) for ELL students. Regularly reviews ELL student progress on instructional interventions, and recommends alternatives to interventions when necessary.• Works with the Special Education Manager to coordinate special education screening, assessment, identification and eligibility in accordance with IDEA for ELLs.• Performs teacher and student observations in classrooms serving children with limited English or low language as requested by principals.• Assists schools with accessing available translation and interpretation services.• Supplies resources and guidance to the AELPCS Master Teachers, Teaching Fellows and Principals to support the implementation of high quality Lending Libraries.• Manages the distribution of high quality unit-related books to give to families • Plans and oversees the implementation of three family literacy events each year.• Serves as active member of AELPCS instructional quality leadership teams.• Works with Professional Development Manager to create and/or provide professional development to instructional staff regarding family literacy.• Ensures compliance with federal and local regulations• Completes reporting on the progress of ELLs as required by local, state and federal regulations.• Assists with the development of English language learner policies

Remote

•Developed curriculum and strategies to improve student literacy through teaching Latin in elementary public schools•Consulted on the progression of the Latin textbook in regards to literacy development, Common Core Standards, and 21st Century Standards•Researched data and statistics to provide support for the overall literacy focus

Washington, District Of Columbia, United States

Provided expertise in identifying strengths and most salient needs and concerns of the children who are English learners, including immigrant students in the DistrictAnalyzed strengths and gaps in existing Title III-related policy, guidelines, and technical assistance. Contributed to OSSE’s development of the educational program, administration, and accountability guidelines to support LEAs in ensuring that immigrant children and English learners attain English proficiency and meet State academic achievement standards.

Washington D.C. Metro Area

●Administered ACCESS language assessment for all ELLs. ●Serviced ELLs in pre-k-8th grade along with native-English speakers. ●Co-taught with middle school teachers and provided small group interventions.●Tracked student scores and write intervention plans that target language needs. ●Complied with state and national standards and regulations for ELLs. ●Conducted professional development for ESL and early childhood.

Washington, United States

Delivered instruction in math, science, literacy, and social skills.Participated at a bilingual conference focusing on ELLs in early childhood.Earned top literacy and inclusion room scores among 6 campuses and multiple partner schools.Reviewed data and wrote differentiated lesson plans to support the diverse student population.Presented at the National Association of Bilingual Education in February 2012 on the importance of language acquisition programs in early childhood. Awarded the Community of Practice Award by peers in the teacher leadership category (2011-2012).Caston Caperton and Richard Whitmire cited my 2011-2012 classroom in The Achievable Dream: College Board Lessons on Creating Great Schools published in 2014.

Master Of Education (M.Ed.), Esl, Masters

Bachelor Of Science (B.S.), Administration Of Justice, 2.7