Katherine Haley Email and Phone Number

- Collaborate with national, regional, and campus leaders to design and deliver professional development that supports Critical Student Intervention (CSI), English Language Development (ELD), and instructional priorities to improve student achievement.- Coach and develop campus leaders through the School Leadership Levers (SLLs), ensuring fidelity in supporting classroom teachers, conducting observations, and providing feedback using tools like Teach Boost.- Analyze and utilize assessment data (e.g., TELPAS) to improve outcomes for English learners, students in Special Education, and students with diverse learning needs. Regularly review progress with regional and campus leadership teams.- Provide on-site staff development and support for implementing integrated and designated ELD, while ensuring instructional strategies are data-driven and align with established curricula.- Ensure 100% compliance with required EB (Emergent Bilingual) documentation and support reclassification processes for bilingual and critical students using tools like Ellevation.- Lead classroom observations, model lessons, and professional development sessions to build teacher capacity, ensuring instructional materials are used effectively to meet language development and academic goals.

Head campus compliance with providing emergent bilinguals as the LPAC representative and provide students with dyslexia appropriate instructional and high-stakes testing accommodations and supports.Streamline and conduct progress monitoring for struggling readers; collect and use data to drive small group academic interventions.Coordinate and direct fluency benchmarking, dyslexia screening, and serve as the campus CTC for the Texas English Language Proficiency Assessment System (TELPAS).Accelerate the reading intervention program and serve as an instructional coach to reading intervention teachers, formulating strategic and data-focused coaching sessions.Contribute to the leadership team in ideas, initiatives and achieving school-wide goals, establishing structural and productive systems and norms to build culture and consistency.Additional Roles:June 2023 campus testing coordinatorUnified Tutorials afterschool coordinator and administrator

Received exceptionally high marks on teacher classroom survey data provided by student responses, surpassing the district average on all criteria (number provided is percentile above district average / campus average):• “Classroom Rigorous Expectations” +13 / +18• “Pedagogical Effectiveness” +11 / +16• “Classroom Climate” +5 / +12• “Classroom Engagement” +8 / +13 • “Classroom Teacher-Student Relationships” +17 / +23Exceeds all student goals of Reading STAAR student data. 2022 data:• Approaches: goal - 66%; result - 70%• Meets: goal - 33%; result - 37%• Masters: goal - 18%; result - 27%• Domain I: goal - 39%; result - 44%

Assisted the Office of School Support and Rural Programs with the grant-making process.Reviewed and edited official informational documents to be provided to education agencies in the nation.Engaged electronically and verbally with local and state education agencies.Contributed to planning and facilitating professional events for the Office of Migrant Education.