Embedded Files
Schedules
Schedules
I have had the privilege of creating the school's master schedule for many years and for many different buildings. During a summer work session early on in my career, my principal asked my opinion on a simple scheduling question. After spending two hours together, we had reworked our whole building schedule and worked through many problems that had occurred with the previous model. From that schedule moving forward, I was tasked with the general construction and flow of our master schedule.
After moving to a new district, my new principal had heard about my love of schedule. Without hesitation, she handed me a stack of sticky notes with general requests and a jotted up old schedule. The next day I proudly walked in with a completed working document. The passion has grown and I look at the yearly schedule as a puzzle that has no right or wrong way of fitting together.
Bid Packages & Grants
Bid Packages & Grants
Managing money is a key aspect for any building administrator. By establishing a general budget and creating projections, a school can plan for short-term goals as well as long-term plans. I have worked with the school board, business manager, and our stakeholders to ensure that we are fiscally responsible and are following guidelines that will matching grants, title programs and other state budgets.
Long Range Plan
Long Range Plan
In order for an organization to grow and get stronger, the team must work together to seek towards a common vision. Once a vision can be established, it is the goal of the team to create a long term plan. I had the privilege of guiding the district technology team towards this process. This long term plan went into effect so all stakeholders could identify where we would put resources and how we would execute the technology process.
Summer School 2021 Brochure (2).pdfSummer School
Summer School
I spearheaded a team to reorganize a summer school program after looking at Spring data. The data addressed the need for extended educational support. We worked with the teachers during the final PLC/data meetings to isolate individual needs and to look for common patterns. We then planned two weeks of purposeful instruction along with enrichment activities.
MTSS
MTSS
After two years of noticing students struggling and not getting the support needed, myself and the reading teacher decided to do some investigation. Our goal was to determine what justified and warranted the needs to add extra services such as IEP's and 504 Plans. As a teacher we felt as if we could correctly identify their needs but we truly did not have any systematic data behind our beliefs. We spearheaded a small committee to look at the MTSS process and how we needed to better support our students and families. From here we met with the 504 director, the special education director and school administration to gage their understanding of the process.
After two years of noticing students struggling and not getting the support needed, myself and the reading teacher decided to do some investigation. Our goal was to determine what justified and warranted the needs to add extra services such as IEP's and 504 Plans. As a teacher we felt as if we could correctly identify their needs but we truly did not have any systematic data behind our beliefs. We spearheaded a small committee to look at the MTSS process and how we needed to better support our students and families. From here we met with the 504 director, the special education director and school administration to gage their understanding of the process.
Using their feedback we created the following plan and parent resources. These documents were designed in hopes that they would act as a spring board to further our knowledge of this system. We met monthly to talk about individual students and how to support them at their level. This team also transitioned to the 504 team to write clear goals and accommodations. This was a new process for us, as we had previously not had support for students with 504s, other than the general education teacher and nurse. Our hope was to review this system at the end of the year and gage feedback from stakeholders who had partaken in the process.
Using their feedback we created the following plan and parent resources. These documents were designed in hopes that they would act as a spring board to further our knowledge of this system. We met monthly to talk about individual students and how to support them at their level. This team also transitioned to the 504 team to write clear goals and accommodations. This was a new process for us, as we had previously not had support for students with 504s, other than the general education teacher and nurse. Our hope was to review this system at the end of the year and gage feedback from stakeholders who had partaken in the process.
MTSS Phase III.pdfMK8 Parent Guide to MTSS.pdfGoogle Sites
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