Completely shifting the way American Indian students are served in education through research-based, data-driven interventions.

• implemented and monitored ongoing formal and informal assessments for data to drive my planning and instruction• collaborated with grade level team to plan lessons and units of study• managed classroom behaviors though engagement, responsive classroom techniques, and school-wide behavior procedures• developed class-wide and small group instructional interventions (guided reading and strategy groups)• regularly progress monitored students to track progress and adjust intervention as needed• underwent trainings and observations as part of a cadre of teachers selected to do specific culturally and linguistically responsive (CLR) work• set professional and instructional goals as part of a professional learning community (PLC)/ QComp• was an active member on various committees: MTSS (child study/problem solving) team, equity team, playground, and Native Council• provided a select group of students additional support in reading and math by means of an after-school learning program (4th grade academic boost/targeted services)

• created lessons and activities that supported social, emotional, and academic development for children • collaborated with staff to create long-term and weekly teaching plans, unit plans, and assessments in accordance to the common core standards

• collaborated with staff to develop a schedule and curriculum that was appropriate for our level IV elementary program which involved lessons that were appropriate for each student’s academic level and need (in all subject areas)• completed all necessary Special Education paperwork in order to be in compliance with law including functional behavior assessments and behavior intervention plans for individual students• conducted annual IEP meetings and participated in weekly child study meetings, • performed appropriate Crisis Prevention Interventions (CPI) when necessary to keep students and staff safe from harm