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Address: 125 E. 21 , Unit 109, Chicago IL 60616

Cell: 248.210.6400 E-Mail:

Michigan Provisional Learning Disabilities Teaching Certificate, K-8
Endorsement: Elementary Education, K-5 and Language Arts, 6-8
Illinois Professional Educator License with Stipulations, LBS1-Pending
Endorsement: Language Arts- Pending
Additional Certifications:
Adult and Child Heartsaver First Aid, CPR and AED-American Red Cross-Pending
Michigan State University, Chicago IL Fall 2016 - Current
Post-Baccalaureate Teaching Certification Internship Program
12 Credits towards a Masters in Special Education, May 2017
Michigan State University, East Lansing, MI August 2016
Bachelor of Arts in Special Education-Learning Disabilities
Teaching Major: Language Arts
William H. Ray Elementary School Chicago, IL January 2017- Present
Grade Level: 1 Grade General Education
Planned and implemented unit plans in all four core subjects in a cooperative learning style and whole group instruction.
Conducted TRC progress monitoring in order to create differentiated activities, and guided reading procedures for students
drawing from Fountas and Pinnell curriculum materials.
Created and applied classroom management technique that involved PBIS, responsive classroom and restorative justice
which resulted in whole class accountability, group recognition, and positive, individual, behavior changes.
Full-time instruction in a classroom, within a Title 1+ school with various racial backgrounds: African American (62%),
Caucasian (16.2%), Asian (7.2%), Hispanic (8.6%), and other (6.1%) backgrounds and is 50.9% lower income.
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Grade Level: 4 -6 Grade Resource Room September 2016- January 2017
Provided differentiated instruction to students with emotional disturbances, mild-moderate cognitive disabilities, and mild-
moderate Learning Disabilities in a resource room in order to increase performance amongst 11 students serviced.
Co-taught alongside a Special Education teacher that focused on students having access to the general education curriculum
and making progress towards their IEP goals.
Constructed and implemented reading interventions using Orton Gillingham in order to increase students phonemic
awareness, which resulted in serviced students increasing their Fountas and Pinnell reading levels at least two levels up from
beginning of the year to middle of the year.
Worked with students in small group and individually on Everyday Math curriculum which improved NWEA math scores seven
to ten points from beginning of the year to middle of the year.
Increased productivity and engagement during math centers with a variety of learning tools including Versatiles, ST Math and
Flash to Pass technology software.
Conducted educational assessments on a student using AIMSweb, Basic Reading Inventory, Woodcock Johnson IV, and
dynamic assessments in order to assess if a student was making sufficient gains in their current educational setting.
Pinecrest ElementaryEast Lansing, MI Fall 2015 - Spring 2016
Kindergarten-Pre-Service Teacher
Created and implemented reading, writing, and comprehension lessons for whole group instruction.
Helped individual students with subject-area work and implemented intervention strategies with individual students when
St. Thomas AquinasEast Lansing, MI Fall 2015 - Spring 2016
Kindergarten - Pre-Service Teacher
Created a Functional Behavioral Assessment and implemented a Behavior Intervention Plan for an individual student which
emphasized self-regulation and monitoring which resulted in a 20% increase in the positive, target behavior during the course
of the intervention period.
Observed, designed, taught, and assessed a lesson in each of the core subjects, provided instruction when necessary while
maintaining a collaborative, play-based learning classroom environment.
Early Learning Institute East Lansing, MI Fall 2015- Spring 2016
Pre-Kindergarten-Research Assistant
Collected data, created reports and assisted in coding and cataloging the data for children enrolled in intensive support.
Assisted alongside Behavior Technician in implementation of Applied Behavior Analysis.
Co-authored a research study on the collateral effects of labeling which found that play-based tests presented a much greater
opportunity for pro-social behaviors, and for future research, it could target the way those teaching students feel about the
different environments, and which could result in greater frequency of pro-social behaviors.
Site Leader, Summer in the City, June-August 2015
MSU Study Aboard, Beijing Normal University, June- July 2015
Capital Area Literacy Coalition Tutor-September 2014-May 2015
Childcare Aide, Bailey Community Center-June 2014-September 2014
Strategic Support Analysist, Jackson National Life Company, June 2014-May 2016