30 schools, 12,546 students, 766 classroom teachers, 53% free or reduced lunch, 39% white, 30% African-American, 15% Hispanic, 9% Multiracial, 6% Asian-American, 10% English Language Learners, 15% Students with IEPs

• Lead coordinating, development and drafting of Robbinsdale Area Schools Local Literacy Plan

• Lead coordinating of district-wide adoption, purchase, distribution, and implementation of Benchmark Literacy Workshop as core curricular literacy resource for grades K-5

• Implementing Path to Reading Excellence in School Sites (PRESS) strategies at all elementary sites • Managing Professional Learning Development, Coordination, and Implementation

+ Six Elements (District-wide)

+ Benchmark Literacy Workshop for elementary teachers and administrators including a shift toward differentiated choice sessions based on teacher need

+ Benchmark Advanced for EL students

+ Integration of special education and general education professional development for literacy instruction + Site Improvement Goal Development and Strategy Alignment

• Initiating, coordinating, and facilitating district-wide Literacy Advisory Committee to solicit input, call for feedback, and refine district-wide literacy initiatives including vertical alignment of curriculum and assessment guidelines, professional learning goals, and curricular resource investments

• Collaboratively creating and implementing revised Language Arts and Reading Instructional Delivery Model for Secondary Special Education

• Collaborating to design and implement site-wide middle school reading intervention models including ongoing teacher coaching and data analysis facilitation

• Curating and distributing classroom reading libraries based on cultural relevance, student interest, and instructional needs

• Facilitating course development supporting advanced differentiation for students identified as gifted and talented

• Drafting District-Wide Guidance Documents including:

+ Literacy Assessment and Intervention Protocol

+ Literacy Block Model incorporating Workshop-Based Instruction

+ Evidence-Based Strategies Aligned with Allington’s Six Elements of Effective Literacy Instruction

Title I school with 45% African-American students, 29% Asian-American students, 12% White students, and 11% Hispanic students, 65% Economically Disadvantaged Students. Student body of 2000 learners.

• Facilitating Professional Development for secondary English, Reading, and Special Education teachers in the Osseo Area Schools

• Coaching and collaborating with Professional Learning Teams across content areas, including World Language, Physical Education, Health, English, Science, Social Studies, Math, English Language Learning, and Special Education

• Coaching and planning thematic, responsive curricular units, literacy instruction, and authentic, standards driven assessment

• Developing and facilitating campus-wide professional development related to literacy instruction, culturally responsive pedagogy, and racial equity

• Coaching and collaborating with Special Education teachers to build more rigorous, relevant curriculum for Special Education students in collaborative and self-contained settings

• Building literacy intervention programming to support the needs of Special Education students

• Supporting Reading Specialists in reading intervention through Read Lab and Reading Collaboratives in English, Social Studies, Science, and Math

• Reviewing student data to identify striving readers and determine appropriate settings to address student needs

• Consulting district Staff Development Assessment Specialists in Content Literacy Professional Development • Facilitating data loop process with Professional Learning Teams

Title I school with 45% African-American students, 29% Asian-American students, 12% White students, and 11% Hispanic students, 65% Economically Disadvantaged Students. Student body of 2000 learners.

• Collaborative English 10, Special Education and English Language Learners

• English 9

• Building curriculum to meet the language and literacy needs of all Park Center learners while instructing on the components of the IB Middle Years Program

• Revising long-standing curriculum units by implementing culturally responsive pedagogy, differentiation, and more scaffolded instruction of language and literacy

Title I school with 45% African-American students, 29% Asian-American students, 12% White students, and 11% Hispanic students, 75% Economically Disadvantaged Students.

• Collaborative English 8

• Reading Lab (Special Education Collaborative, EL Collaborative)

• Developing curriculum and scaffolds to support students transitioning from a Resource setting to Collaborative English

• Implementing culturally relevant, responsive instruction

• Planning and implementing interventions in fluency, comprehension, engagement, and vocabulary for students reading two or more years below grade level

• Developing assessments and interventions to maximize student growth and closely monitor progress • Facilitating data loop process

Title 1 school with 79% Latino students, 78% Economically Disadvantaged students, 37% Limited English proficient students. Approximate student body of 1500 learners.

• English II (Special Education Inclusion, General Education, English Learner Collaborative, and Pre-AP) • English I (Special Education Inclusion)

• Creative Writing elective

• Certified English as a Second Language Instructor in the state of Texas

• Planning and implementing culturally-relevant lessons appropriate to Texas Essential Knowledge and Skills and areas of need in regards to the Texas Assessment for Knowledge and Skills.

• Building Creative Writing elective course and curriculum

• Creating extended units centered around novels, short stories, Shakespeare plays, films, multi-genre writing, research, and creative writing.