Sean D'Abreu, M.S.Ed, Sphr Email & Phone Number

Rochester, Ny, Us

Rochester, Ny, Us

Rochester, New York Metropolitan Area

- Orchestrated and facilitated impactful customer service training sessions, equipping team members with the skills and knowledge needed to foster a resident-centric culture- Crafted and delivered SMART goals training sessions, equipping teams with the skills to set objectives and lead their team to the objectives- Facilitated comprehensive Human Resources training, providing valuable insights and expertise to empower teams and individuals in navigating HR challenges and fostering a positive workplace culture-Crafted engaging and interactive leadership micro sessions focused on vital topics such as quarterly conversations and setting SMART goals.-Facilitated dynamic discussions to empower leaders with actionable insights and strategies for effective team management and goal attainment.-Delivered comprehensive DISC behavioral assessment training sessions catered to leaders, teams, and individuals.-Supported Talent Planning/Succession through Hybrid Leadership Development Training-Designed and delivered comprehensive training modules on the Microsoft Office 365 suite, including Outlook, Teams, and OneNote

Irondequoit, New York, United States

-Delivered intensive professional development courses with a clear focus on evidence-based and neuroscience-informed instructional techniques.-Pioneered groundbreaking strategies in curriculum development to champion equity and diversity, resulting in improvements in student engagement, heightened cultural competence, and elevated academic performance.-Created a shared decision-making approach to introduce a tailored adult instruction model, which resulted in early identification and proactive intervention for students facing literacy, social-emotional, or motor challenges.-Led a cohort of 350 students and 70 faculty members, implementing equity-centered initiatives that narrowed achievement gaps while cultivating an inclusive learning environment.-Facilitated high instructional outcomes through dynamic staff meetings, impactful small group dialogues, and personalized 1:1 guidance.-Fostered robust collaborations with parents, community leaders, and educators to conceive and execute restorative justice practices, driving an impressive 45% reduction in disciplinary incidents while significantly enhancing student and staff well-being.-Exercised astute financial management by overseeing a substantial annual budget, deftly allocating resources to bolster teaching and learning experiences, and ensuring equitable access to vital resources.

Gates-Chili, New York

-Updated and refreshed Response to Intervention Process, with focus on data collection, quality-first teaching, and evidenced-based decision making-Led Tier-I, differentiated kindergarten instruction model, leading to early identification and intervention of students with literacy, social-emotional or motor challenges -Collaborated with district administrators to create job-embedded innovative model of professional development-Coordinated district-wide fundraiser to support the Gates- Chili Education Foundation-Created and supervised school-wide special events to enhance relationship building and community including: Day of Play, One School One Book, and Spring Carnival -Infused restorative practice and supportive discipline resulting in lower suspension rates for the school community-Led professional development workshops specifically targeted at improving quality-first teaching and response to intervention-Provided instructional feedback to over 50 teachers and 20 school-related professionals leading to increased student engagement, learning and classroom innovation-Conducted routine teacher observations leading to increased capacity in school district's focus areas-Promoted digital citizenship through the use of assemblies, posters, and in-classroom dialogue, resulting in a decrease of technology-related behavior referrals and a decrease in damage to 1:1 devices from previous school years-Facilitated the School Improvement team, which led to the addition of One School, One Book initiative. -Used shared decision making to plan student and family-centered kindergarten orientation-Provided Therapeutic Crisis intervention to various students experiencing crisis throughout the school year-Conducted focus groups with the student at each grade level multiple times per year leading to increased positive relationships-Created cafeteria 'Gold Spatula' program, promoting positive behavior in the school cafeteria

Hilton, New York

-Created, evaluated and coordinated Check in/check out program (CICO) leading to increased student engagement, positive student behavior, and deep connections with adults in the school community-Implemented RTI process leading to data-driven measures for academic and behavior interventions-Promoted and facilitated teacher teams to increase technology integration for students at various grade levels-Completion of SBL 1 & SBL 2 NYSTCE tests; holder of internship certificate

Rochester, New York Area

-Supported a diverse group of learners in an Title - I New York State School-Planned and implemented instruction for students with I.E.Ps, academically gifted, and general education students to achieve the highest level of success in all academic areas-Served as a Drama Club Advisor; responsibilities included panning and directing plays, while coaching student actors for school-wide performances-Member of school P.B.I.S. team, planned and spoke at school-wide assemblies-Conducted 360 degree parent surveys two times per school year; generating feedback, leading to improvements in classroom instruction and classroom culture-Led students to outperform New York State averages on Common Core Mathematics and English Language Arts exams by Twenty one Percent (21%).

Webster, Ny

-Created training program for 120 staff members to become highly-effective camp counselors in accordance with local and national camping standards-Forged staff-management relationships to ensure a "servant leader" attitude among management team -Balanced six-figure staffing budget allowing staff to be compensated successfully, while reserving additional funding for a variety of camp-wide activities-Specialized in creating and supporting counselors with camper management and engagement.-Developed curriculum for Counselor-in-Training program, giving 35 ninth-graders the skills to become successful volunteers and counselors in subsequent years-Oversaw day-to-day operations of a non-profit summer camp with over 500 campers, ages 5-15.-Planned and implemented one-year curriculum for after-school program site leading to daily and weekly themed activities encompassing art, science, drama, music, social studies, physical education and language arts.-Consulted a diverse group of YMCA day camps and camp directors in working with special education and behaviorally-challenged students -Taught practical skills for working with challenging campers, leading to over 100 counselors becoming well-versed in working with diverse groups of campers campers -Engaged parents of campers to increase communication, resulting in an open dialogue between campers, counselors, parents and camp directors-Instructed are Camp Directors in family engagement of special education children, implementing necessary accommodations for campers

Rochester Area, New York

- Used Data-Driven instruction to assess, instruct, and re-teach reading skills, resulting in students surpassing district averages on New York State Common Core assessmentsEnglish Language Arts: 11% Above district average-Created ten-month, fifth-grade reading curriculum aligned to Common Core Standards along with Engage New York Learning Modules, leading to increased retention and familiarity of CCLS among diverse group of learners-Differentiated instruction in a mixed ability classroom by grouping students heterogeneously and homogeneously based on readiness, interest and learning style- Planned and implemented 75 Minute reading lessons to a diverse student population; where 99% of students are eligible for New York State free lunch programs-Provided instruction to students with IEPs & ESL students, as well as other learning accommodations - Facilitated intramural "sport variety" program, allowing twenty-five students the opportunity to participate in an assortment of after-school sports-Successfully advised parents and students on a weekly basis to improve school-home connection, and facilitate positive relationships between the school and families

Woodbridge, Va

•Used data-driven instruction to lead a multicultural population of students to outperform state average test scores in all subjects: --English Language Arts: 12% above Virginia State Average --Mathematics: 11% above Virginia State Average --Social Studies: 13 % above Virginia State Average (100% class pass rate)•Led successful grant proposal for 30 document cameras to be purchased for school-wide use•Differentiated instruction in a mixed ability classroom by grouping students heterogeneously and homogeneously based on readiness, interest and learning style•Shared Best-Practice RTI resources with other members of school community•Used data-driven measures of achievement to systematically monitor all students•Authored grade-level assessments to include Technology enhanced items, leading to higher student engagement and understanding of Virginia Standards of Learning Assessments. •Built powerful math lessons using blended approach to mathematics, resulting in student understanding of conceptual and procedural mathematics ideas•Co-authored grade-level assessments to meet increased rigor of Virginia Standards of Learning Assessments•Implemented curriculum to coincide with VGLA standards for ESL level 1-4 children, resulting in greater understanding of Reading, Math and Content areas•Served as a Membership Co-chair of the PTA, as well as committee co-chair for school PTA carnival, leading to increased staff participation and newly implemented carnival games and activities •Provided instruction to students with IEPs & ESL students, as well as other learning accommodations •Planned grade level celebrations leading to increased parent involvement and individual student accountability

•Supported teachers, administrators and other colleagues by providing small group instruction to children with learning disabilities and emotional needs•Worked with children of varying emotional and educational needs, resulting in increased integration in general education program•Served as an 1:1 aide for a child classified with severe emotional disturbance

Master’S Degree, School & District Leadership, 3.9/4.0

M.S.Ed., Elementary & Special Education, 3.8/4.0

Conceptual and Practical Knowledge of: -Educational Technology -Diverse Learners/Students with high needs -Literacy -Differentiation.

B.S., Criminal Justice, 3.7/4.0

Activities and Societies: Alpha Phi Sigma National Honor Society

High School, High School/Secondary Diplomas And Certificates