Kristi James, Ed.D.600 Madison Avenue, Apartment 2Huntington, West Virginia 25704304-730-5425Kristi.james@marshall.edu

EDUCATION

Ed.D., Educational Leadership: Higher Education Administration 2014West Virginia University Morgantown, WVMinor: Social Cultural Foundations

Dissertation: Factors that influence teacher candidate placementsAdvisor: Joy Faini Saab, Ed.D.

M.S., Education and Curriculum and Instruction 2003Radford University Radford, VAMinor: Specific Learning Disabilities Emotional/Behavioral Disorders

B.A., Elementary Education K-8 and Special Education 1999Marshall University Huntington, WV

PROFESSIONAL CERTIFICATIONS

West Virginia Professional Teaching Certificate Multi-Subjects K-08 1999 - Permanent West Virginia Professional Teaching Certificate Mentally Impaired-Mild-Moderate K-12 1999 - Permanent West Virginia Professional Teaching Certificate Specific Learning Disabilities K-AD 2003 - Permanent West Virginia Professional Teaching Certificate Behavioral Disorders K-AD 2003 - Permanent Quality Matters Course Developer 2011 - present Classroom Instruction that Works Trainer – McREL International 2013 - present Non-Violent Physical Crisis Intervention Trainer – Crisis Prevention Institute 2013 - present Co-Teaching and Collaborative Teaching Strategies Trainer – Anne Beninghof 2013 - present Differentiated Teaching Strategies Trainer – Anne Beninghof 2013 - present Support for Personalized Learning Trainer – WVDE Office of Special Programs 2013 - present Support for Personalized Instruction Trainer – WVDE Office of Special Programs 2013 - present Positive Behavior Intervention Support Coach – WVDE Office of Special Programs 2014 - present West Virginia Department of Education Data Tools Trainer 2014 - present Instructional Practices Inventory Coder – Richard Lawrence 2014 - present

PROFESSIONAL EXPERIENCE

Director of Special Education 2013-presentRESA 2 Huntington, WV

Support county Special Education Directors by providing support, guidance, and vision for programming and planning for the effective implementation of state and federal programs and objectives.

Assist the WVDE Office of Special Programs in ensuring compliance pertaining to the Individuals with Disabilities Education Improvement Act.

Advises Executive Director on overall direction of the WVDE Office of Special Education and is accountable for end results affecting the region.

Interact closely and collegially with counties by building relationships and partnerships. Collaborate with school district representatives to analyze student achievement for students with

disabilities.

Develop strategic and improvement plans to address identified areas of need using the general state wide assessment, OEPA reports, and school data.

Provide technical support to schools, teachers and administrators. Facilitate the Graduation 20/20 and Positive Behavior Intervention Support Initiative with RESA and

WVDE. Direct fiscal and supervisory operations of the regional department in partnership with the RESA 2

Executive Director. Obtain and manage the regional budget for Preschool, IDEA state and Federal Funds of $156,000.00

annually. Plan and develop professional learning schedules with district supervisors and building administrators to

meet the regional and district needs. Participate as FAST team member with district stakeholders to support Focus and Priority School needs. Liaise with the Regional Council, sharing information from WVDE Office of Special Programs. Contract and collaborate with experts to provide high quality professional learning opportunities for

Region 2. Conduct meetings and participates in state and regional Office of Special Education and Office of Early

Learning monthly Analyze and synthesize region and state-wide data to plan a Regional Systemic Improvement Plan (RSIP)

annually. Provide direct supervision and management of staff at service area level and to the Regional Audiologist. Oversee and direct the RESA 2 curriculum team to construct and implement the Regional Focus School

Improvement and Professional Learning Plan based on school climate surveys, state assessment and discipline data annually.

Manage and maintain the RESA 2 Continuous School Improvement website: www.resa2-csi.com Support and cultivate leadership development for district administrators, building administrators,

assistant administrators and aspiring administrators through professional learning opportunities, book studies, one-on-one support, and school-based technical assistance.

Director of Clinical Experiences and Professional Development Schools 2011-2013Marshall University Huntington, WV

Coordinated all aspects of field placements for teacher candidates leading to West Virginia licensure in Early Childhood, Elementary, and Secondary Education.

Negotiated and ensured adherence to memorandums of understanding with cooperating school districts for student field experiences and teacher candidate placements.

Facilitated and presented professional learning for teacher candidates, public school teachers and university supervisors and faculty.

Oversaw all aspects of the Office of Clinical Experiences and Professional Development Schools including the supervision of the Assistant Director, Office Manager, 2 graduate assistants and 3 student workers to assure smooth operation.

Recruited and supervised 25-30 university supervisors who monitored and supervised teacher candidates in assigned/placed classrooms.

Conducted ongoing professional development and annual performance appraisals for university supervisors. Arbitrated disputes and made judgments regarding candidates’ professional behaviors and dispositions. Developed and implemented performance improvement plans for teacher candidates when appropriate. Coordinated university, public school and administrator planning and development meetings. Served on NCATE/CAEP and Assessment Committees, EPAAC, and College of Education and Professional

Development Faculty Meetings. Acquired and managed the Professional Development Schools grant for $136,000 annually. Collaboratively revised the Teacher Candidate Handbook. Taught Student Teacher Seminar and provided professional learning for the cooperating teachers. Hosted Summer Academies for university supervisors, cooperating teachers, and building coordinators. Created, planned and offered weekend and evening professional learning opportunities for teacher candidates and

cooperating teachers.

Special Educator-Site Manager 2008-2011Harrison County Schools Clarksburg, WV

Maintained accurate and complete student records and prepared reports on children and activities, as required by laws, district policies, and administrative regulations.

Taught socially acceptable behavior by employing techniques such as behavior modification and positive reinforcement.

Established and enforced rules for behavior and policies and procedures to maintain order among students.

Conferred with parents, administrators, diagnosticians, social workers, and professionals to develop individual educational plans designed to promote students' educational, physical, and social development.

Coordinated and planned career and social skill development. Employed special educational strategies and techniques during instruction to improve the development of

sensory and perceptual-motor skills, language, cognition, and memory. Planned and conducted activities for a balanced program of instruction, demonstration, and work time

that provided students with opportunities to observe, question, and investigate. Taught personal development skills such as goal setting, independence, and self-advocacy. Attended professional meetings, educational conferences, and teacher training workshops to maintain and

improve professional competence. Collaborated with appropriate district personnel regarding students who may need specialized

interventions. Provided consultative and collaborative services to classroom teachers to model best instructional

practice and team taught to support individuals or groups of students in learning or transferring effective strategies.

Coordinated with principal in planning and implementing professional development activities to address school improvement.

Reading Interventionist 2007-2008Harrison County Schools Clarksburg, WV

Used Response to Intervention model to remediate reading for 3rd and 5th grade students. Provided direct instruction to students identified as eligible for reading services in individual, small group,

and/or full classroom settings. Used identified needs to guide the learning process toward student achievement of district’s

reading/language arts content standards. Established clear objectives for all lessons, units and projects using formal and informal assessment data

obtained from students. Used a variety of instructional techniques and literacy materials consistent with reading/language arts

content standards and the needs and capabilities of the individuals or student groups involved. Created a classroom environment and research-based program of study conducive to learning and

appropriate to the maturity and interests of the students. Conducted student assessments to identify those eligible for intervention services, to plan instruction,

and/or to assist staff members in learning various assessment techniques. Assessed the accomplishments of students on a regular basis and provide progress reports every 3 weeks. Collaborated with appropriate district personnel regarding students needing specialized interventions. Provided consultative and collaborative services to classroom teachers, modeled best instructional

practices, and team taught to support individuals or groups of students in learning or transferring effective strategies.

Coordinated with principal in planning and implementing professional development activities to address school improvement.

Instructor of Education 2004 - 2007Fairmont State University Fairmont, WV

Taught pre-service educators strategies and techniques to serve diverse learners. Mentored pre-service educators through university supervision in their practicum experiences. Facilitated web-based and web-enhanced instruction. Designed courses for the Para-Educator Certification program. Taught developmental English and reading courses.

Teacher 2003 - 2005RESA VII Project ISAAC Monongah, WV

Designed and implemented reading lesson for Middle School Students. Assessed reading level and present level of performance.

Area Advisor 2003 - 2004Residential Education of West Virginia University Morgantown, WV

Oversaw and conducted judicial hearings and decided outcome and sanctions according to university policy

Taught University 101. Counseled students in need of academic support. Assisted in the recruitment, selection, and training of new professional and paraprofessional staff. Trained, supervised, and evaluated 30 graduate and undergraduate Resident Advisors and night staff

workers. Provided training and ongoing development opportunities for all supervisees. Held regular supervision with all supervisees and weekly staff meetings for in-hall paraprofessional staff. Facilitated the development of a positive and inclusive residence hall community. Developed productive connections with students and staff by being available and visible in the hall. Developed and coordinated programming plan based on the needs of the students in the hall. In conjunction with staff and students, planned and implemented educational initiatives that promoted a

sense of community, character development, and responsible freedom. Encouraged student involvement in activities, hall councils, and other student organizations on campus.

Graduate Assistant 2002 - 2002Radford University Disability Resources Office Radford, VA

Created and presented study skills for in-coming freshman class. Reviewed accommodations for students with disabilities in the post-secondary settings. Determined eligibility of services. Presented sessions concerning time management and study skills.

Special Educator of Students with Learning Disabilities 1999 - 2002Roanoke City Public Schools Roanoke, VA

Planned and implemented individualized educational plans for 6th - 8th grade students. Taught reading and math recovery. Taught core classes and enrichment. Maintained accurate and complete student records and prepared reports on children and activities as

required by laws, district policies, and administrative regulations. Taught socially acceptable behavior by employing techniques such as behavior modification and positive

reinforcement. Established and enforced rules for behavior and policies and procedures to maintain order among

students.

Conferred with parents, administrators, diagnosticians, social workers, and professionals to develop

individual educational plans designed to promote students' educational, physical, and social development. Coordinated and planned career and social skill development. Employed special educational strategies and techniques during instruction to improve the development of

sensory- and perceptual-motor skills, language, cognition, and memory. Planned and conducted activities for a balanced program of instruction, demonstration, and work time

that provided students with opportunities to observe, question, and investigate. Taught personal development skills such as goal setting, independence, and self-advocacy. Attended professional meetings, educational conferences, and teacher training workshops to maintain and

improve professional competence.

Teaching Assistant 1997 - 1999Barnett Child Care Huntington, WV

Prepared and presented lessons. Provided, participated, and facilitated fund-raising ideas. Facilitated trips, activities, and multi-cultural and personal acceptance celebrations.

Resident Advisor 1996 - 1998Marshall University Residence Services Huntington, WV

Counseled, supervised, and assisted 35 students in the residence halls on a daily basis. Planned and organized social, educational, and health safety programs. Built relationships with the residents in the building, especially on my designated floor. Assisted residents in developing relationships with each other. Educated residents on the policies and procedures of Residential Life. Promoted student involvement in University, Residential Life committees, activities and events. Modeled positive attitudes and behaviors. Helped to facilitate an environment that allowed students to meet their academic goals. Provided opportunities to for residents to look at the world from different perspectives. Served as a resource.

COURSES DEVELOPED AND TAUGHT

University 101 (Replaced with WVUe 191) 2002-2004Taught Face-to-Face West Virginia University

Course Description: This course provides students the opportunity to work more closely with instructors and connect them earlier to their academic department or residence hall and the University at large. With this change, the curriculum will focus primarily on academics and the academic transition from high school to West Virginia University.

PED 333 C and PED 333 F Exceptionality and Diversity in the Classroom 2003-2004Co-developed and Team Taught with Dr. Christine Sampson Wheeling Jesuit University

Course Description: These two courses are an overview of the characteristics and needs of exceptional and diverse learners. This course focuses on the curricular and instructional alternatives that address these needs. Emphasis will be on accommodations and modifications, data collection, assistive technology, and collaboration.

EDUC 2200 Introduction to Education 2004-2008Taught Face-to-Face and Developed as an Online Course Fairmont State University

Course Description: This 3-hour course provides the teacher candidate with an overview of the profession. Its primary purpose is to offer information necessary for an informed career decision and a professional commitment to teaching. It also includes an analysis of the historical, philosophical and sociological basis for programs, instructional strategies and teaching behaviors in American education.

EDUC 2203 Human Development, Learning & Teaching 2004-2008Taught Face-to-Face and Developed as an Online Course Fairmont State University

Course Description: This 3-hour course is an analysis of human development from birth through adolescence. Students will examine the influence of heredity and environment on the development of personality and behavior and their implications for educators.

EDUC 2220 Introduction to Special Education 2004-2008Taught Face-to-Face and Online Fairmont State University

Course Description: This 3-hour course is a guided survey of the areas of exceptionality in the field of Special Education (emotionally/behaviorally disturbed, physically handicapped, speech and language, visually impaired, hearing impaired, mentally impaired, gifted, and learning disabled), and the historical, philosophical, political and sociological foundations related to exceptional children. The laboratory component of the course is designed to provide experience in the areas of exceptionality through observation and limited participation in these areas.

EDUC 2240 High Incidence Disabilities for Educators 2004-2008Taught Face-to-Face and Online Fairmont State University

Course Description: This 3-hour course is a survey course designed to provide teacher education majors with an understanding of the areas of exceptionality with an emphasis on the inclusion of students with high incidence disabilities such as mild mental impairments, learning disabilities, ADHD, and behavior disorders in the regular classroom. The historical, philosophical, political and sociological foundations of the education of students with exceptional learning needs will be presented, as well as current best practices and instructional approaches for each of these high incidence categories within the regular classroom. Students will be gain an introductory understanding of the role of the regular educator in the IEP process and co-teaching within the inclusive classroom.

EDUC 3351 Inclusive Classroom Practices for Individual Differences 2005-2007Taught Face-to-Face and Online Fairmont State University

Course Description: This 3-hour writing intensive course is designed to prepare teacher candidates with a foundation for educating students with special needs in inclusive public school settings K-12. It provides information about the spectrum of students: those considered low- and high-incidence disabilities, those from culturally diverse backgrounds, and those at risk for school failure. It presents strategies for differentiating instruction, instructional adaptations and approaches to responding to students’ behavior, and building social relationships. Approaches to analyzing, assessing and evaluating student needs and learning are addressed.

EDUC 4491 Elementary Student Teaching 2005-2007Supervision Fairmont State University

Course Description: Full-time involvement in the teaching/learning process in a Professional Development School/public elementary school setting at the PreK-4/PreK-6 level is required for successful completion of this course. Student teachers will observe, assist, teach and manage a classroom under the supervision of a host public school teacher and college liaison.

EDUC 1105 Basic Skills for Instruction Support 2005-2007Developed and Taught Face-to-Face and Online Fairmont State University

Course Description: This 3-hour course covers learning strategies and study skills for the paraprofessional, including strategies for remembering information, reading and taking notes, interpreting graphic aids, improving time management, preparing for and taking tests, and finding and using information. In addition, math strategies and learning problems in mathematics, plus reading skills, phonics, sight words, and reading comprehension will be covered.

EDUC 2206 Instructional Support Strategies 2005-2007Developed and Taught Face-to-Face and Online Fairmont State University

Course Description: This 3-hour course will cover legislation affecting special education laws and the learning experience, the difference between mainstreaming and inclusion, the IEP and the self-contained classroom for the paraprofessional. Students will also learn about implementation of effective classroom management. Behavioral support in a positive learning environment plus the role of the family in encouraging and including parental input in an educational plan will be included.

HUMN 2200 Bridging Cultures: Work & Identity in a Global Workplace 2005-2007Taught Face-to-Face Fairmont State University

Course Description: Upon successful completion of this 3-hour course, students will demonstrate through written and oral communication an understanding of the connections between work and identity in a global context. Students will learn to use the literature of meaningful work as a bridge to cultural identity. To develop a global understanding of work-related issues, students will move from a narrow, local framework emphasizing WV industries to a national and global context, including, but not limited to, Chinese and Sub-Saharan African literature. Since students should be able to explore the impact of diversity on their career choices, the course will build community and bridge cultures by using labor as the connective tissue.

ENGL 0097 Composition Skills 2006-2008Taught Face-to-Face Fairmont State University

Course Description: English 0097 is required of ALL students scoring below an 18 on the English portion of the ACT, below 450 on the SAT (Critical Reading) verbal section, or below 71 on the writing portion of the COMPASS test. This computer-enhanced course focuses on improving skills in written composition to help students develop the skills necessary to earn a “C” or better in English 1104. The course emphasizes the generation of a series of multi-paragraph essays. According to state college system mandates, to earn a credit in the class and move on to college-level writing, students must be able to write an essay that demonstrates the following characteristics:

Create a central idea or thesis, Create an introduction/body/conclusion, Craft paragraphs with topic sentences and supporting details, Devise grammatical sentences with some variety in syntax, Generate appropriate word choice, Build clear flow of ideas, Demonstrate proficient use of Standard English punctuation and spelling.

RBAS 3300: Self Leadership and Personal Growth 2015-presentTaught Online WV Rocks! WV HEPC

Course Description: This 3-hour course focuses on self-assessment, reflection, and interpersonal skill development. Individual assignments and group exercises, film, and literature will be used to explore the self, to engage in activities with others, and to allow for meaningful introspection of one's own values, motivation, and ethics. Topics such as work-life balance, personal financial management, and career planning will be explored.

PROFESSIONAL PRESENTATIONS AND CONFERENCES

Presentations and Conferences for personal and professional development:

Graduation 20/20 Academies – Coaches and Graduation 20/20 Teams - August 2015 in Charleston, WV

PBIS Academy – Coaches and PBIS Teams – June 2015 in Charleston, WV Co-Teaching Academy for Trainers and Co-Teaching Teams – June 2015 in Charleston, WV Support for Personalized Learning (SPL) – Trainers’ Follow-up - April 2015 in Charleston, WV Accessible Instructional Materials (AIM) Pilot Cohort IV – April 2015 in Fairmont, WV 2015 Spring Special Education Directors Conference – March 2015 in Fairmont, WV Co-Teaching/ Service Delivery for Trainers and Coaches – March 2015 in Charleston, WV Graduation 20/20 Pilot III – March 2015 in Charleston, WV Accessible Instructional Materials (AIM) Pilot Cohort III – February 2015 in Fairmont, WV Support for Collaborative Teaching Partnerships – Trainers’ Follow-up Session – January 2015 in

Charleston, WV State Systemic Improvement Plan (SSIP) Stakeholders’ Meeting III – January 2015 in Charleston,

WV Accessible Instructional Materials (AIM) Pilot Cohort II - December 2014 in Fairmont, WV Graduation 20/20 Pilot II - December 2014 in Charleston, WV State Systemic Improvement Plan (SSIP) Stakeholders’ Meeting II - November 2014 in Charleston,

WV Graduation 20/20 Pilot - November 2014 in Charleston, WV Strategies for Drop-out Prevention/Early Warning Program - November, 2014 in Bridgeport, WV Institutions of Higher Education (IHE) Partnership Forum - October, 2014 in Bridgeport, WV Accessible Instructional Materials (AIM) - October 2014 in Charleston, WV PBIS Academy: Summer 2014 Follow-up – October 2014 in Logan, WV WV Policy 2419 Review and Eligibility Determinations – September 2014 in Huntington, WV Fall Special Education Directors Conference: WV Policy 2419 – September 2014 in Morgantown,

WV State Systemic Improvement Plan (SSIP) Stakeholders’ Planning Meeting – August 2014 in

Bridgeport, WV District Monitoring Review – August 2014 in Bridgeport, WV Support for Personalized Instruction (SPI) Academy – July 2014 in Bridgeport, WV Positive Behavioral Interventions and Support (PBIS) Academy – June 2014 in Glade Springs, WV Support for Collaborative Teaching Partnerships (SCTP) Academy – June 2014 in Charleston, WV Strategies for Dropout Prevention – May 2014 in Bridgeport, WV 2014 Spring Special Education Leadership Conference – April 2014 in Charleston, WV Leaders of Literacy – March 2014 in Charleston, WV Using Data to Improve Student Outcomes – March 2014 in Bridgeport, WV Chief Instructional Leaders Meeting – January 2014 in Morgantown, WV Moving Your Numbers: Special Education Directors – December 2013 in Charleston, WV AESA National Conference – December 2013 in San Antonio, TX CPI Basic Training – November 2013 in San Diego, CA McREL: Classroom Instruction that Works – Certification Training – October 2013 in Charleston,

WV WV Council of Exceptional Children Annual Conference – October 2013 at Bridgeport Conference

Center Council of Administrators of Special Education Annual Meeting – October 2013 at Bridgeport

Conference Center

Institutions of Higher Education Office of Special Programs Partnership - October 2013 at Stonewall Resort

IHE Partnership Meeting – August 2013 in Flatwoods, WV 2013-014 Special Education Leadership Academy – August 2013 in Charleston, WV

Presentations and Conferences Facilitated:

Specially Designed Instruction with Dr. Anne Beninghof – October 2015 in Huntington, WV Comprehensive Leadership Institute for Building Administrators with Dr. Steve Edwards (5

sessions) – September 2015, December 2015, February 2016, March 2016 and April 2016 Preschool Teachers' Academy (4 Sessions)

o Child Observation Summary Form training with Jason Cox and Behavior Management with Dr. Jennifer Tiano – September 2015 in Huntington, WV

o Phonemic and Phonological Awareness with Angie Ware and Kelcie Blankenship – November 2015 in Huntington, WV

o Science and Math Inquiry with Wendy Brenneman from the Carnegie Science Center – January 2016 in Huntington, WV

o Data Driven Instruction with Joe Preece – April 2016 in Huntington, WV ADOS 2 Training with Dr. Rebecca L. Jennings (2-day Training with 3 follow-up sessions) - July

2015 in Huntington, WV Building Relationship: The Core of Successful And Sustainable School Transformation with Dr.

Steven Edwards - February 2015 in Huntington, WV Behavior Management for Preschool Children with Dr. Jennifer Tiano -January 2015 in

Huntington, WV Leading with Poverty in Mind with Dr. Eric Jensen – October 2014 in Huntington, WV Leading Today for a Better Tomorrow with Richard Lawrence (4 sessions for Building

Administrators) September 2014, November 2014, January 2015 and March 2015 Leading Today for a Better Tomorrow with Richard Lawrence (4 sessions for District

Administrators) - September 2014, November 2014, January 2015 and March 2015 Making it Happen 4 - One Step at a Time with Richard Lawrence – April 2014 in Huntington, WV Making in Happen 3 – Moving your Numbers with Dr. Christina Chambers – March 2014 in

Huntington, WV Cooperative Education Training for Instructional Coaches with John Strebe – March 2014 in

Huntington, WV Making in Happen 2 – Standing in the Gap for School Improvement with Dr. John Hodge

– December 2013 in Huntington, WV Making in Happen 1 – Striving for Success with WVDE Office of School Improvement – November

2013 in Huntington, WV Student Teacher Orientation and Induction Program – January 2013 at Marshall University in

Huntington, WV Student Teacher Orientation and Induction Program – August 2012 at Marshall University in

Huntington, WV Student Teacher Orientation and Induction Program – January 2012 at Marshall University in

Huntington, WV New Student Teacher Orientation - August 2011 at Marshall University, Huntington, WV

Presentations and Conferences Presented:

Differentiated Instruction and Explicit Instruction with Martha Elementary School – January 2016 in Barboursville, WV

Student Voice and Aspiration with Dunlow Elementary (4 sessions embedded professional learning) – beginning December 2015 in Dunlow, WV

Active Student Engagement with Ceredo-Kenova Middle School – December 2015 in Ceredo, WV Active Student Engagement with Buffalo Middle School (3 sessions embedded professional

learning) - beginning December 2015 Active Student Engagement with Vinson Middle School (6 sessions embedded professional

learning) - beginning October 2015 in Huntington, WV

Active Student Engagement with Buffalo Elementary in Logan County (6 sessions embedded professional learning) - beginning September 2015 in Buffalo Creek, WV

Classroom Instruction that Works! with Man Middle School (6 sessions embedded professional learning) – beginning September 2015 in Man, WV

Active Student Engagement with Omar Elementary (6 sessions embedded professional learning) - beginning August 2015 in Omar, WV

Non-Violent Physical Crisis Intervention with Lincoln County Schools – March 2015 in Hamlin, WV

Support for Personalized Learning and Universal Design For Learning with Martha Elementary - February 2015 in Barboursville, WV

Non-Violent Physical Crisis Intervention with Martha Elementary School – January 2015 in Barboursville, WV

Mason County New Teacher Orientation - Universal Design for Learning and Differentiated Instruction (Follow-up) – January 2015 in Point Pleasant, WV

Active Student Engagement with Buffalo Middle School – December 2014 in Buffalo, WV Classroom Management to Student Engagement with Spring Hill Elementary School – October

2014 in Huntington, WV Support for Personalized Learning with Logan Middle School – June 2014 in Chapmanville, WV From Classroom Management to Active Student Engagement – June 2014 in Man, WV The Power of Motivation and Reinforcing Effort – Ceredo-Kenova Middle School - June 2014 in

Huntington, WV Classroom Instruction that Works! with Lynn Davis – February 2014, March 2014, April 2014 and

May 2014 in Chapmanville, WV Working Together as a Team – Matewan PreK-8 – February 2014 in Matewan, WV Mason County New Teacher Orientation: Universal Design for Learning and Differentiated

Instruction – January 2015 in Point Pleasant, WV Mason County New Teacher Orientation: Co-Teaching and Support for Personalized Learning

– January 2014 in Point Pleasant, WV Co-Teaching and Support for Personalized Learning with Barbara Null – December 2013 in

Chapmanville, WV Co-Teaching with Barbara Null – November 2013 in Lenore, WV Mason County Title I and Special Educators Academy: Co-Teaching that Works with Barbara

Null – September 2013 in Point Pleasant, WV Diagnostic Assessment and Debriefing Sessions with 8 of the 14 Focus Schools - September 2013

- December 2013 in RESA 2 Counties Mingo County Principals’ Academy: Support for Personalized Learning and Specially Designed

Instruction – August 2013 in Williamson, WV Playing the Match Game

o National Association of Professional Development Schools - February 2013 in New Orleans, Louisiana

Fortifying Teacher Education through PDS Programming o National Association of Professional Development Schools - February 2013 in New Orleans,

Louisiana Making Supervision Work

o National Association of Professional Development Schools - February 2013 in New Orleans, Louisiana

Student Teacher Orientation and Induction Program: Working Together as a Team – January 2013 at Marshall University in Huntington, WV

Student Teacher Orientation and Induction Program: Working Together as a Team - Data Driven Instruction and Decision Making – August 2012 at Marshall University in Huntington, WV

Fortifying Teacher Education through PDS Programmingo West Virginia Association of Professional Development Schools - March 2012 in Flatwoods, WV

Making Supervision Worko National Association of Professional Development Schools - March 2012 in Flatwoods, WV

Playing the Match Game

o National Association of Professional Development Schools – March 2012 in Flatwoods, WV Student Teacher Orientation and Induction Program: Inclusive Strategies – January 2012 at

Marshall University in Huntington, WV Positive Practices for Successful Inclusion

o Professional Development Schools - July 2008 in Fairmont, WV Working Effectively as a Team

o Harrison County Schools - August 2007 in Clarksburg, WV Working Effectively as a Team

o Council for Exceptional Children - November 2006 in Toronto, ON Positive Inclusive Strategies for Reluctant Students

o Council for Exceptional Children - November 2006 in Toronto, ON Positive Inclusive Strategies for Math Instruction

o Professional Development Schools - June 2006 in Fairmont, WV Embracing Our Uniqueness

o Council for Exceptional Children, Canada - October 2005 in Sudbury, Ontario The Social Context of Diversity and Multiculturalism in Pre-service Teacher Education

Programso Stepping up to the Plate: Diversity in Education - March 2005 at Kennesaw State University,

Kennesaw, GA West Virginia University and the Minority Fellowship Program

o The State of the African-American Professoriate - April 2002 at Ramapo University, Ramapo NJ. Study Skills Handbook for Students with Disabilities and practical workshop

o Radford University Disability Resource Office and Counseling Center - July 2002 in Radford, VA

PROFESSIONAL LEARNING

From Classroom Management to Student Engagement

Classroom management is one of the top issues on teachers’ minds. Poor classroom management strategies can yield a number of undesirable results, including an overly rigid classroom, a chaotic learning environment, and a focus on discipline rather than learning. A good classroom management plan produces an environment conducive to learning, exploration, and participation. Teachers who manage their classrooms well typically have students who achieve at higher levels and have more positive attitudes and perceptions about school. With our resources and professional workshop, your teachers can learn the best ways to organize, discipline, and manage their classrooms through student engagement strategies based in positive behavior support programming.

The Power of Motivation

Motivation is an important tool that is often under-utilized by teachers in today’s school environment. Teachers use motivation to inspire students to work, both individually and in groups, to produce the best results in the most efficient and effective manner. It was once assumed that motivation had to be generated from the outside, but it is now understood that each individual has his own set of motivating forces. Teachers must carefully identify and address these motivating forces. This professional development will help teachers become more effective at creating a positive motivational environment.

Classroom Instruction that Works!

Classroom Instruction That Works inspired more than a million teachers to refine their approach to teaching by asking and answering these questions: What works in education? How do we know? How can educational research find its way into the classroom? How can we apply it to help individual students? This professional learning walks educators through a new framework that organizes these strategies in preparation for instructional planning, and it highlights the point that all of the strategies are effective and should be used to

complement one another. Each teaching strategy is supported with recommended classroom practices, examples of the strategy in use, tips for teaching, and information about using the strategy with today’s learners. This professional learning is best organized in 6-9 hour sessions.

Co-Teaching that Works! Grades K-12

Co-teaching is a proven instructional approach for reaching the wide range of student needs in today’s inclusive classrooms. This workshop will provide you with clear descriptions of the myriad of co-teaching styles and help you plan your first step for getting started (or refining the approach you are already using.) The presenters will share practical ways for defining your roles, planning for and providing instruction that works, and tips for maximizing the value of each team member. There is emphasis on creative, yet time-efficient, instructional strategies that lend themselves beautifully to the co-taught classroom.

Support for Personalized Instruction (UDL, DI, Scaffolding and CSI)

The Office of Special Programs in partnership with RESA staff developed Support for Personalized Instruction (SPI) as a sub-set of Support for Personalized Learning (SPL). The challenge of personalizing learning requires professionals at every level of our educational system to invest in adjusting practices to more efficiently and effectively align with the real demands of our rapidly changing world. The SPI model incorporates and articulates the interaction of the following elements: 4 researched-based instructional practices: Universal Design for Learning (UDL), Differentiated Instruction (DI), Scaffolding and Cognitive Strategies Instruction (CSI); 2 content elements: NxGen Standards and instructional focus points; and 5 processes: integrated technology, integrated vocabulary, problem-solving, professional collaboration and informative assessment processes.

Support for Personalized Learning

RESA 2 is committed to providing support and information for the effective implementation of the Support for Personalized Learning framework. The goal of this professional learning opportunity is to provide resources and tools to practitioners in order to support successful implementation. Covered in this professional learning opportunity are the Essential Components of Support for Personalized Learning:

Leadership School Climate and Culture Teams and Processes Family and Community Partnerships Assessment Curriculum and Instruction

The Highly Engaged Classroom – Book Study and Workshop

The overarching themes of this book study and workshop are that student engagement happens as a result of a teacher’s careful planning and execution of research-based strategies. This collaborative workshop provides the research behind improving student engagement and translates that research into practical strategies for the classroom. As school leaders we often walk into a classroom and note that the students are not engaged. However, we do not always have the language or the tools to help teachers understand why students are not engaged and what teachers can do to improve student engagement. This book study and workshop give teachers and administrators the necessary tools to accomplish both.

School-Wide Positive Behavioral Support

SWPBS is a systematic approach using evidence-based practices and data-driven decision making to improve school climate and culture, to improve academic and social outcomes, and to increase learning for all students. It encompasses a wide range of systemic and individualized positive strategies to reinforce desired behaviors and diminish reoccurrences of challenging behaviors while teaching appropriate behaviors to students.

Engaging Students with Poverty in Mind – Book Study for Administrators

Student engagement happens as a result of a teacher’s careful planning and execution of research-based strategies. This collaborative and sustained professional learning opportunity provides the research behind improving student engagement and translates that research into practical strategies for the classroom and gives administrators the tools needed to build positive culture and climate through engagement and motivation. Administrators will learn the seven engagement factors, the rules for engagement, how to engage for positive climate, how to build cognitive capacity, how to engage for motivation and effort, how to engage for a deeper understanding, how to engage for energy and focus, how to automate for engagement, and how to implement engagement with fidelity. Nonviolent Physical Crisis Prevention Intervention

The Crisis Prevention Intervention (CPI) program is considered the worldwide standard for crisis prevention and intervention training. With a core philosophy of providing for the Care, Welfare, Safety, and Security of everyone involved in a crisis situation, the program’s proven strategies give human service providers and educators the skills to safely and effectively respond to anxious, hostile, or violent behavior while balancing the responsibilities of care. In this training session, participants will get 8 hours of Nonviolent Crisis Intervention strategies and receive CPI certification.

Standards-Based Individualized Education Programs (IEPs)

In accordance with the requirements of the Individuals with Disabilities Education Act (IDEA 2004) and the No Child Left Behind Act of 2001 (NCLB), West Virginia developed a model for providing access to the general education curriculum for students with exceptionalities. This workshop trains teachers to lead the development of IEP goals and objectives, as needed, which are based on the Next Generation Content Standards and Objectives and Next Generation Essential and Community Elements. Standards-Based IEPs provide individual plans that target grade-level academic content.

Graduation 20/20 Support and Professional Learning

As a part of West Virginia’s State Systemic Improvement Plan, State Superintendent of Schools, Michael J. Martirano, is focusing attention to Goal Six: Ensure that teaching and learning is designed and aligned to produce more high school graduates who graduate with college and career readiness skills. The Graduation 20/20 initiative uses a data-driven intervention framework developed by the National Dropout Prevention Center for Students with Disabilities to address issues that have negatively impacted school completion. This customized workshop supports schools with analyzing their data, creating and implementing an action plan, and reflecting on the strategies implemented in order to prepare all students for the workforce.

Building Effective Teams and Processes

In professional learning communities, teams are often built around shared roles or responsibilities. This learning opportunity lays the foundation for teaming, role definition, and collaborative relationships. Professional learning communities tend serve to two broad purposes: (1) improving the skills and knowledge of educators through collaborative study, expertise exchange, and professional dialogue, and (2) improving the educational aspirations, achievement, and attainment of students through stronger leadership and teaching. Professional learning communities often function as a form of action research refocusing efforts through continually questioning, reevaluating, refining, and improving teaching strategies and knowledge.

Impacting Academic Motivation with School Voice

For over 30 years, Dr. Russell Quaglia and his team have been collecting information about what students think, believe, and feel about school. The data has consistently shown that students must exhibit an active voice in their learning if they are to reach their fullest potential.  When students know they’re being heard, they report a much higher level of academic motivation. Likewise, teachers who feel they have a voice work harder toward their career

goals and are more equipped to value the growth of student voice. This collaborative and sustained professional learning provides teachers and administrators with the tools to create a positive school climate.  Students are given the opportunity to exercise their voice and take ownership of their learning and future goals.

AWARDS AND RECOGNITION Chancellor’s Scholar – West Virginia University 2008 - 2014 Rotary Group Study Exchange Team Member 2006 Public School Teaching Fellow - Fairmont State University 2004 - 2005 Minority Doctoral Fellow - West Virginia University 2002 - 2007 Roanoke Education Association Liaison to Virginia Education Association 1999 - 2002 Woman of Marshall University 1999

PROFESSIONAL ASSOCIATIONS AND MEMBERSHIPS

CEHS Alumni Association Board of Director of West Virginia University 2015 - present Advantage Valley Consortium member (MCTC) 2015 - present National Dropout Prevention Association member 2014 - present Leader of Literacy 2013 - present Chief Instructional Leader, West Virginia Department of Education 2013 - present AESA member 2013 - present Marshall University EPAAC member 2011 - 2014 National Professional Development Schools Council Member 201 1- present Harrison County United Way Grants Council 2010 - 2012 Make a Wish Foundation Wish Granter 2008 - 2011 Rotary Group Study Exchange Team Member 2006 WV Council for Exceptional Children 2003 - present Roanoke Education Association Vice President of Instruction 2001 - 2002 Women and Minority Leadership Council member 2001 - 2002 Social Sorority incorporated member 2001 - present O.N. T.R.A.C.K Chairperson 2001 - 2002

(Organizing, Nurturing, Team-Building, Respect, Achieving, Character building, Knowledge)

Council for Exceptional Children 1999 - present Roanoke Education Association Liaison to Virginia Education Association 1999 - 2002 Women of Marshall University 1999