Elizabeth Waldrip, M.Ed. Email and Phone Number

The Dean of MLE is a campus leader who supports the administration of the multilingual program, leads professional development of teachers regarding English Language Development (ELD) and instructional practices for emergent bilingual students (EBs)• In addition, the Dean of MLE maintains current and complete records of students in the program and manages screening, testing, and parent communication• The Dean of MLE also provides ESL instruction with small groups of newcomer/beginner students for 1-2 class periods per day• Lead ML professional development for teachers and school staff• Monitor progress of teachers' use of the 7-steps to language-rich and ELLevation strategies• Highlight best linguistic practices across grade levels• Enhance ML program hiring practices and support ESL paraprofessionals and Bilingual/ESL teacher retention• ML Case Manager for 750 students - facilitating classroom linguistic support and English language acquisition • Responsible for completing LPAC and TELPAS tasks on time with fidelity and validity• Build strong relationships with all emergent bilingual (EB) students and teach 1-2 English Language Development and Acquisition (ELDA) courses to newcomers/beginners (students residing in the US for less than 2 years and/or speak little to no English language)• Facilitate specific EB Title III events with families and the community to foster welcoming school culture

•Helped reduce dismissal time with development using predictive typing process on company handheld devices. Shared and trained staff to use this method and maintain quick dismissal time. This change supported dismissal time to less than thirty minutes for over 700 students.•Developed spreadsheet for another department that reduces paper consumption, reduces personal information risk, and speeds up the lookup time needed for lunch numbers.•Developed spreadsheet which maintains behavioral data per student, grade, class, and school. By providing insight into critical data affecting campus culture and student progress, education stakeholders can synthesize the data to identify trends to target support in key spaces or activities.•Developed and implemented campus-wide websites (using Google sites) with security and provides links to important information for classroom teachers and SPED personnel. Shared website template resources with other schools in the district. Included 504, MTSS, and ESL/LPAC at department head request.•Developed systems to maintain compliance with eligibility and annual meetings with ARDC, track usage and efficiency of student’s individualized accommodations, SPED services minutes data for students which provides instant access regulated data. By utilizing these systems, students demonstrate increased student engagement and staff accountability to provide students with necessary accommodations ensuring they are routinely, independently, and effectively used across content areas.•Developed system with a digital audit trail for timely reminders and attendance confirmation for parents via text and email. With this process, we are able to prove compliance.•Developed a combined campus calendar. This project allows campus leaders to plan events for their respective campus that will automatically update on a master calendar for our school leader and director of campus operations to view and plan effectively for upcoming events.

Small batch candle and wax melt creations.

• Managed the Special Education department under the guidance of the Special Education Administrator• Managed and lead a team of special education professionals to support students with a variety of documented and undocumented disabilities across all subjects and grade levels, managed support staffschedules, supervised Individualized Education Programs (IEPs), reviewed and evaluated progress• Mentored other campus SPED teachers and coordinators providing services and advice, providing a framework to support students, parents, and the district as progress within the system• Provided leadership and a diverse range of targeted support to all staff and teachers and families with the implementation of best practices aligned to individual student’s needs• Provided ongoing hands-on and virtual technology support for teachers, support staff, parents, and students• Developed and provided advanced Excel, PowerPoint, and Word templates used by staff• Conducted ongoing needs analysis leveraging staff feedback, family interactions, and subject-matter-experts and responded with training for 20 employees to equip them to meet objectives• Led over 100 individualized education plan meetings with 100% compliance and coordinated all educational services for students in collaboration with peers and subordinates across the campus• Managed and developed eleven teachers and nine paraprofessionals who achieved teacher growth and met performance expectations• Managed related service providers and external consultants toward specific behavior goals and BIPs/Support Plans to ensure 100% compliance of BIP implementation fidelity for over twenty students with IEP Behavior Support Plans

Houston Gateway Academy, an award-winning public charter school system which educates students Pre-K3 through grade 12 with over 90% disadvantaged students and over 40% English Language Learners. With the intense, fast-paced program and a 9.5-hour school day and depends on rote learning for most subjects. As of SY 2018-2019, caseload of 45 SPED and 504 students with 15 students receiving multiple outside services twice a week and educated 30 Pre-K through 5th grade students with a wide range of learning differences including dyslexia, emotional disturbance, intellectual disabilities, autism and other health impairments including but not limited to attention deficit disorder (both inactive and hyperactive presentations) in pull-out sessions, in general education classrooms and after school. Coordinated outside vendors for services including testing, speech, occupational therapy, auditory intervention for hard of hearing students and counseling. Mentored other district SPED teachers and coordinators providing services and advice, providing a framework to support students, parents and the district as progress within the system.

The overall student population was approximately 800 with over 75% qualifying for free or reduced lunches. The at-risk students scored about 10% math and 25% reading proficiency. The campus neighbors included a police station, a fire station and four public housing projects. Absenteeism was rampant. The student population represents over 15 distinct cultures and suffers from extreme poverty. Most students are immigrants with transient families and lack appreciation for education as presented in the school system. Classroom SPED teacher for study skills, science, and math for 7th and 8th-grade students. Applied for and won beautification grant for school.

• Provide one-on-one mentoring to student athletes.• Assist athletes in maintaining time management skills, study skills, and organization strategies.• Timely progress reporting and educational technique introduced and results.

• Provide one-on-one mentoring with students in their homes on average twice a week.• Develop individualized lessons with goals promoting individual accountability for academic studies.• Successful parental involvement integration.• Teach time management, study skills, organizational skills.

• Trained personnel on advanced Excel techniques.• Maintained project data located enterprise-wide and developed data manipulation system.• Taught test taking strategies.