Robby Martinez - He.Him.His Email & Phone Number

California, United States

• Provided caseload management to high school students receiving Special Education services.• Collaborated with ninth-grade Literacy Lab instructors in order to co-teach as part of an academic intervention effort• Organized online materials for virtual instruction and assessment utilizing NewRow and IXL platforms

San Francisco, California, United States

• Developed and facilitated community-building presentations and Coaching Circles for Foundations of Inclusion trainings based on restorative practice protocols. Coaching Circles engaged participants following each training in the six-part Foundations of Inclusion series of trainings, resulting in the development of Inclusion Plans for Foundations of Inclusion cohort participants: Early Childhood Education teachers, coaches and administrators.• Led and Co-facilitated Early Childhood Education trainings and workshops for educators, coaches and administrators: Diversity, Equity & Inclusion in Early Childhood Education, Universal Design for Learning & Using Visual Aids to Support All Children, Supporting Children’s Sensory Needs, Promoting Self-Regulation in Early Childhood, Using Observational Tools to Create Child Support Plans and Having Difficult Conversations with Families.• Coordinated internal community-building presentations for the Strengthening Families - Protective Factors framework, including sessions on: Parental Resilience, Social Connections, Knowledge of Parenting and Child Development, Concrete Support in Times of Need, and Social and Emotional Competence of Children. Resulting in Care Coordinators acclimation to a strength-based framework utilized to reduce factors leading to child abuse and neglect.• Provided Training and Technical Assistance for developmentally appropriate educational interventions for preschool aged children in inclusive early childhood environments, Family Child Care and Child Development Centers. Resulting in educator training and coaching regarding developmental milestones, and inclusive curriculum and instruction aligned with the CSEFEL Teaching Pyramid.

San Francisco

• Collaborated with site managers to increase efficacy of AVATAR use among classroom counselors tasked with accounting for individual student interventions, resulting in an increase of revenue and more accurate reporting to the Department of Health and Human Services.• Implemented and evaluated Restorative Practices, such as Community Circles and Restorative Circles, resulting in greater participation in school-wide community building, community-based instruction, and Positive Behavioral Interventions and Supports.• Aligned Curriculum and Instruction with state and local district, including the gamification of math for assessment, engagement, and progress monitoring, so that students with special needs were conferred an academic benefit based on projected outcomes in a less restrictive and more inclusive environment.• Integrated Positive Behavioral Interventions and Supports with strength-based Core Values aligned with Social-Emotional Assets and Resilience Scales, in effect coordinating interventions and tracking progress to build interpersonal relationships focused on increasing Empathy, Social Competence, Self-Regulation, Responsibility, and Resilience.• Coordinated staff trainings in collaboration with senior staff regarding student-centered trauma-informed practices aimed at increasing student engagement, resulting in an increase of student participation through the use of incentives based on students’ interests and multi-modal instruction aligned with the principles of Universal Design for Learning.• Coordinated and facilitated Individual Education Plan meetings with a diverse group of service providers for students with special needs, and through development of these plans and quarterly reporting met compliance requirements under the Individuals with Disabilities Education Act in addition to generating personalized learning outcomes based on academic and behavioral areas of need.

San Francisco, Ca

• Collaborated with staff to provide positive behavioral supports and interventions, as well as adapted assignments, for 70+ at-risk students in a dropout recovery program. As a result, students were able to access the curriculum in a blended learning environment structured around accelerated credit recovery coursework.• Liaised with Job Corps. staff, including counselors, psychologists, academic and trade instructors. In this way, interdisciplinary teams supported students in their academic, trade, and residential environments in order to provide wrap-around services and improve educational, vocational and behavioral outcomes.• Facilitated and coordinated all Special Education related meetings, services, progress monitoring and reporting. Achieved bi-annual California state and student progress reporting compliance under California law and the Individuals with Disabilities Education Act.• Managed PowerSchool data compliance regarding Individual Education Plan (IEP) and 504 Plan information fields, resulting in faculty having access to students’ accommodations, in addition to our district office having access to Child Find, Interim IEP, IEP Adoption, and Next Annual and Triennial IEP data.• Designated Site Coordinator for the California Assessment of Student Performance and Progress (CAASPP), California Science Test (CAST), and California Alternate Assessment. Aligned Test Operations Management System (TOMS) with PowerSchool in terms of student accommodations and designated supports (i.e. ELL, IEP, and 504), as well as having proctored the assessment for all students.• Developed an on-site leadership project that focused on creating a Response-to-Intervention model utilizing a risk-index aligned with on-site early intervention strategies and resources. Staff were surveyed in order to construct the model, and the analysis of resulting data led to the development of three tiers of screening procedures and interventions based on increasing risk.

San Francisco, Ca

• Incorporated research and developed an Inclusion Teacher role and program to deliver Special Education services in a General Education blended-learning environment. As a result, students with disabilities were included with their typically developing peers and General Education materials and environments were adapted to meet students' individual needs. • Coordinated AmeriCorps tutors to reach students that performed in the lowest 20% of the overall population in reading and math. These at-risk students then received weekly tutoring sessions with targeted instruction in order to fill academic gaps as part of a Response-to-Intervention instructional program.• Wrote legally defensible Individual Education Plans for new students and used interpersonal skills to facilitate related meetings with families and education professionals. As a result, all stakeholders reached consensus and state and federal education requirements were met under the Individuals with Disabilities Education Act.• Developed and presented training materials related to Special Education and Common Core Standards, resulting in increased information sharing and compliance among General Educators and new K-12 educational standards.• Completed district-level Root-Cause Analysis report as part of a Special Education Self-Review (2012) for the California Department of Education, demonstrating problem-solving with a high degree of confidentiality based on secured student records. As a result, Flex Academy became compliant in regard to Individual Education Plans for students with disabilities.• Collaborated with staff to complete Western Association of Schools and Colleges report for accreditation, successfully documenting school practices and areas in need of growth.

San Francisco, Ca

• Trained and managed the responsibilities of three-to-four paraprofessional educators, ensuring that students with moderate/severe disabilities received support needed to achieve their academic and behavioral goals• Coordinated service providers to implement assessment plans for Speech and Language and Occupational Therapy needs and evaluated students using progress monitoring, allowing for students to demonstrate growth in social communication and fine-motor development.• Developed curriculum and curriculum-based assessments for English, Math and Science content areas, in addition to life and social skills lessons, for students with multiple and severe disabilities that did not have a formal curriculum and many skill gaps. As a result, academic and behavioral gains were made and students were able to access state testing material with greater fluency as well as access their surrounding community by effectively interacting with community members.

Saratoga, Ca

• Instructed 26 students in U.S. History utilizing integrated thematic instruction and project-based learning with a focus on social justice. Developed and delivered lectures addressing the intersections of race, ethnicity, class, sex and gender. As a result, students were introduced to the concept of social justice from multiple perspectives in relation to U.S. History in addition to historical institutionalism as a social science methodology.

San Francisco, Ca

• Coordinated a team of researchers in 18 local public high schools, surveying over 5,000 high school students for health and wellness information.

M.S. Educational Leadership

M.A. Special Education (Mild/Moderate)

M.A., Political Science And Historical Studies (Joint-Degree Major)

B.A., American Studies And Art History (Double Major)