Facilitate due process meetings; participate in referral and triennial evaluation planning meetings; case manage students (caseload sizes 15-20); co-teach with general education teachers in language arts and math; coordinate with services providers in school and in the community; compose, amend, and report progress on Individualized Education Plans (IEP) and Contingency Learning Plans (CLPs); use evidence-based strategies for meeting IEP/CLP goals; document communication with parents/guardiansEstablish new self-contained-classroom program for verbal and non-verbal students with severe behavioral needs who are at Federal Setting Level III and at high-risk of needing a Setting IV placement.Teaching Experience: Social Skills (Zones of Regulation, Likert Scale, Growth Mindset, Social Emotional Learning), Reading (Foundational Reading Skills for Minnesota State standards in Kindergarten, First-, Second-, and Third-grade), Math (Numerical, Geometric, Algebraic, and Data Analysis Skills for Minnesota State standards in Kindergarten, First-, Second-, and Third-grade)Student Demographics: Ethnicity/Race: European American, Hispanic (not-white); ELL: Spanish-English; Ages: 5-11; Disabilities: EBD, SLD, OHD, DHH, ASD; Federal Settings: 01, 02, and 03.

Primary Responsibilities: Facilitate due process meetings; participate in referral and triennial evaluation planning meetings; case manage students (caseload sizes 15-22); co-teach with general education teachers in language arts and math; coordinate with services providers in school and in the community; compose, amend, and report progress on Individualized Education Plans (IEP) and Individualized Distance Learning Plans (IDLP); use evidence-based strategies for meeting IEP/IDLP goals; curriculum development scope and sequence; document communication with parents/guardians; maintain active files for due process documentsTeaching Experience: Math (fractions through Algebra II), social skills (BoysTown Curriculum), reading, literature (supported), chemistry (supported), U.S. history (supported), study and organizational skill; summer school; distance learning, e-learningStudent Demographics: Ethnicity/Race: European American, Native American, African American, and Hispanic (not-white); Ages: 11 - 19; Disabilities: EBD, SLD, OHD, DHH, ASD; Federal Settings: 01, 02, and 03Additional Responsibilities: Child Study Committee, Data Team Committee, ACT Accommodations Coordinator, Coordinate secondary-transition activities, Co-advise Student Council

As an Elementary Literacy Tutor, I worked one-on-one with First- and Second-grade children who needed help practicing their reading skills. I used scientifically-based literacy interventions and conducted weekly progress monitoring to ensure my students were on track to read at the end of 3rd grade.Students who qualified demonstrated significant delays in adopting phonological and word attack skills. Their abilities levels were too high to qualify for Title I or Special Education services, but were not enough to be on track to read a college level by the time they graduate high school.

Perform wetland delineations using the US Army Corp of Engineers field forms and guidelines. Collect data using GPS (GeoXT, Juno, ArcPad, Wet Collect, etc). Prepare subsequent reports and maps using ArcGIS.Conduct surveys of natural resources bird/nesting surveys, tree/shrub/plant surveys, and biological assessments. Collect data using GPS (GeoXT, Juno, ArcPad, etc). Prepare subsequent reports and maps using ArcGIS.Execute surveys in industrial settings; industrial landfill water quality sampling, excavation/relocation/disposal of contaminated soils, Phase I reports following ASTM guidelines, etc.Prepare Storm Water Pollution Prevention Plans; Spill Prevention, Control, and Countermeasure plans; Environmental Assessments; and NPDES / NDPDES permits including hydrostatic testing discharge.Assist in compliance assessment and monitoring for construction sites and operational industrial settings.Certified inspector for construction storm water runoff and erosion control measures.List of Projects: Turtle Mountain Band of Chippewa Indians Jack Rabbit Road, Northern Transload Facility, several Enbridge Pipeline projects including Sandpiper Pipeline, BakkenLink Pipeline, LLC projects, several North Dakota Dept of Transportation projects, Minnesota Department of Transportation, Vonco I & II Industrial Landfill, City of Minneapolis/MnDOT Lowry Ave Phase I assessment.

Analyst 1/Biologist in the energy field

Using GPS and GIS technology to update the National Wetland Inventory. Responsiblities: Wetland delination and identification. Uploading GPS information into ArcGIS shape files, processing and validating vector data, training and organization field crews, liason with principle researcher and Minnesota DNR.Additional Managerial Duties:- Training team - First point of contact for Field Crews- Tracking equipment, materials, and plot maps - Uploading GPS data and converting to GIS- Validating data (for accuracy, spelling, and quality of information)- Scheduling teams/rotations, time-off, etc.- Review time sheets & expense reports before they are submitted to for signing- Liaison between field crews and Project Principle

Consultant for researchers and organization.Responsiblities: Assisting wildlife researchers with telemetry research, networking within organization to restructure business and business practices. Establishing North American office.

Helped customers select wildlife tracking equipment based on their specific requirements with regard to species, geographic location, topography, and type of data desired. Visited client research sites to assist with research projects.