Taught English language skills to A2/B1 level students ages 14-19 from across Europe in a summer travel camp setting.

LifeBridge Center changed hands at the corporate level but on the ground we continue the mission of assisting youth to achieve their personal goals and become active, contributing members of the community.

The LifeBridge Center is a school and day treatment center designed to help male youth who have been involved in the juvenile justice system to catch up on credits and learn the skills to reintegrate back into comprehensive settings. Made up of a a multidisciplinary team assisting in the transition from juvenile justice settings to community settings be they high school, college, or the work force.

As an Special Education Social Studies teacher at Escondido High School I planned, taught and modified US History, Government and Economics for special education classes. I also collaborated with a general education teacher in classes including a mixed population of gen ed, second language, and special needs students. While an Education Specialist at Orange Glenn High School I was responsible for teaching basic geometry and basic algebra to students with intensive learning challenges. I also taught pre-algebra to a large group of students seen as 'at-risk' behaviorally and 'far below grade level' intellectually where mathematics was a concern. As a Case Manager at each site I was additionally responsible for assuring the specific needs of 24-26 special education clients and their families/guardians were consistently met. As well as maintaining contact with all stake holders, compiling appropriate paperwork, and managing any necessary meetings ahead of mandated timelines.

I assisted in the development, start up, and continued growth of an "alternate settings" program designed to serve the population of students dealing with diagnosed social, emotional, and intellectual challenges. Students who had become disenfranchised due to repeated failures in traditional educational settings and were considered to be at risk for dropping out all together. Our site involved the daily collaboration of educational, behavioral, and therapeutic components that the given student population requires. Our team's goal of assisting the whole child was achieved through a clear shared purpose to help each student achieve their goals and find success each day and positive changes over time. As team members we encouraged absolute respect for the importance of each member's skill set and the mission of achieving together that which could not have been done alone.

As a per diem sub in special settings I assured that students would continue to receive a quality education in their regular teachers absence. I guaranteed that student learning progressed in a fun and productive manner and that an educational day was not lost for either students or teachers. While a long term sub in special settings I would plan, deliver, and grade summer curriculum while contracted teachers were on retreat. In one long term position I was tasked to reorganize a program to best serve students at a protective services group home. Working in a team with another professional, and occasional input from other stakeholders, we turned two struggling programs into one highly successful one in six months time.