Create quality ELA curriculum and assessment products across multiple grade levels with focus on standards alignment and cultural responsiveness. Serve on Diversity, Equity, and Inclusion Design Team (DEI).Special Project: Curriculum Equity Initiative project for Chicago Public Schools (CPS). Designed elementary ELA curriculum to reach all students, including English learners and students with disabilities. Curriculum aligned with Common Core State standards, Illinois Social Emotional Standards, and Universal Design for Learning framework. Collaborated with stakeholders through ideation, drafting, development, and revision.● Achieved client’s vision and requirement for balancing out diversity, representation, and deepening of arcs by researching and gaining approval for a myriad of diverse texts for the CPS project.● Enhanced organizational reputation by facilitating Chicago Public Schools Foundational Skills professional learning sessions to teachers and leaders with 100% positive audience feedback. ● Developed high-quality curriculum-aligned assessments guided by evidence-centered design and universal assessment design, checking to make sure the assessments are valid and fair.● Improved efficiency among teams by implementing systems for better organization, enabling coworkers to find resources more easily and quickly.● Consistently met or exceeded expectations outlined in goals in terms of quality, timeliness, and/or impact, with outstanding scores in “Strong relationships and collaboration” (Annual Review 2021.)

Identified core purpose of each skill within English Language Arts Common Core State Standards and create mild, moderate, and intense level goals for students with disabilities. Managed writers and provided feedback on precise, detail-oriented passages, assessments, and data sheets, using strict set of editorial guidelines.● Helped teachers focus on strengths and needs of all students by creating instructional methods and tools with Universal Design of Learning (UDL) strategies applied to differentiated goal levels. ● Empowered teachers to write strong Individual Education Plans (IEP) for students by creating rigorous present level statements and annual goals with ease of implementation.

Created structured and engaging multisensory reading lessons for students with language-based learning disabilities, dyslexia, ADHD, and students at risk. Supported students each year, determining individual needs and providing education systems and assessments. Selected to serve as lower school learning support coordinator in 2017 to ensure teachers and administrators used student support protocols when requesting consultation.● Facilitated students’ academic improvement in decoding, fluency, spelling, reading comprehension, and writing mechanics through small group instruction and individualized goals and assessments.● Contributed to professional development of school faculty by hosting workshops on reading curriculum and assessments, instructional strategies, students with disabilities, and student support protocols.● Established strong working relationships with parents, teachers, and administrators by initiating two-way communication to discuss individual progress and goals of each student on an ongoing basis.

Collaborated with 4th grade team of teachers to plan all 6 modules of the EngageNY Story of Units curriculum, emphasizing essential questions and enduring understandings. Provided strong conceptual understanding of place value, multiplication, division, measurement, geometry, fraction, and decimals.● Enhanced student understanding and engagement by integrating various modalities that exemplify visual, musical, tactile, kinesthetic, and interpersonal learning styles.

Co-taught with general education teacher to teach 4th grade reading, writing, mathematics, and social studies with goal to support students in inclusive settings. Managed 4th grade students’ special education services by participating in IEP meetings. Administered evaluations and wrote IEPs. As SETTS teacher, provided individualized support to 4th, 5th, and 8th grade students with learning disabilities to facilitate academic improvement in reading, writing, and math.● Ensured state compliance and access for students by creating differentiated lesson plans and assessments to Common Core and NY State standards for 4th grade ELA, Math, and Social Studies.● Helped students accomplish academic and behavior goals by collaborating with general education teachers and families to adapt curriculum, implement behavior plans, and monitor student progress.● Prepared students for New York State tests by teaching English language arts and mathematics test prep classes, using interim and summative assessment data, and various teaching strategies and tools.

Assisted student with visual impairment by scanning texts and handouts into email or Braille format. Read texts out loud and organized assignments according to deadlines. Converted scanned text by following standard text editing format for individuals with visual impairment and learning disability. Examined for errors in spelling or missing text.

Managed 6 training groups in Queens and downtown Manhattan by implementing Dr. Linda Hickson and Dr. Ishita Khemka’s ESCAPE-DD curriculum. Curriculum consisted of 12 lessons designed to provide knowledge of abuse concepts, increase participant empowerment, and strengthen decision making skills in order to prevent abuse situations.● Conducted one-day ESCAPE-DD training workshop for The New Jersey Council of Developmental Disabilities in Trenton, New Jersey to train trainers who work with sexual assault victims.● Contributed to 3rd Annual Autism Conference planning by researching keynote speakers and lecturers, organizing travel accommodations, guiding individuals to locations, and answering questions.

Organized binder of web users by state and created database of new web users and disability contacts in each state. Synthesized information from Google Analytics to create quarterly reports of user information, such as number of new users within a certain period, countries where users are from, and source of website access.

Implemented Fountas and Pinnell Benchmark Assessment System to evaluate and analyze class of 25 fifth grade students’ decoding skills, comprehension skills, instructional and independent reading levels.

Used strategies based on principles of applied behavior analysis to address individualized language, academic, cognitive, and behavior management goals of a class of 5 high-functioning 7-to-9-year-old students with autism.

Differentiated instruction for a class of ten 8-to-13-year-old students with varying levels of English language skills by collaborating with two other teachers. Created adapted lesson plans for three groups of varying proficiency levels as students rotated to math, language arts, and social studies stations every 45 minutes.