This spreadsheet was designed to help team members quickly identify when and where students were testing during the MAP administration window. It served as a shared source of truth for testing schedules, student groupings, and logistical coordination across classrooms and staff members.

The “Make-Up Tests” tab is a particularly strong example of my ability to organize highly detailed information and translate it into an actionable plan. By tracking which students still needed to complete assessments, identifying available testing windows, and clarifying who was responsible for each next step, I was able to turn a complex logistical challenge into a clear, delegated, and manageable process.

This spreadsheet served as a team communication tool for assigning and tracking testing accommodations for students with special needs. It centralized accommodation information in one shared location so that any staff member involved in MAP administration — including make-up test proctors — could quickly identify the supports each student needed before testing.

The purpose of this tracker was to make the accommodation process clearer, more consistent, and less dependent on any one person’s memory or availability. By organizing the information in a shared, accessible format, the team could better ensure that students received the appropriate supports across testing settings.

This document served as a centralized note-catcher for a schoolwide WiFi stress test before MAP administration. It gave teachers clear instructions, synchronized the testing window, and created a structured place for each classroom to record start/end times, number of students participating, WiFi performance, and any technical issues that surfaced.

The purpose was to proactively identify and troubleshoot technology problems before the official MAP testing window. By collecting classroom-level observations in one shared document, the team could see patterns across grades, follow up on specific issues, and make the real testing experience smoother for students and teachers.

This document is a sample agenda from a recurring Tech Team meeting I organized and led as School Program Manager. Although it is not exclusively about MAP testing, I included it here because it demonstrates how I organize complex, cross-functional conversations with leaders from across the school, including school administration, finance and operations, IT, outside technology consultants, and program leadership.

The agenda was designed to clarify roles, surface needs, track updates, and identify next steps across several interconnected technology priorities: WiFi and infrastructure, student device use at home, internet safety and privacy, digital citizenship, and online learning programs. It shows how I use meeting agendas not just to list topics, but to create shared understanding, document decisions, assign responsibilities, and move complex work forward across teams.

I developed nearly 20 lessons, each with a teacher plan, lesson slides, and student-facing materials, and created this document to centralize access to the full set of resources in one location. The at-a-glance format gives teachers a bird’s-eye view of the lesson sequence so they can adapt the curriculum to their students’ specific needs, pacing, and classroom context.

This document also helped codify TPS’s broader vision for standardized test preparation: why test-taking skills matter, how to approach testing with a balanced mindset, and how to support students without overemphasizing test performance. At the end of the document, I also identified recommended next steps for future school leaders to further develop and refine the curriculum in the years ahead.

Most teacher-facing instructions are included in the slide deck’s speaker notes, but the lesson plan also includes additional resources to support interactive pair/share structures. This particular resource comes from Responsive Classroom and offers practical discussion routines that teachers can use not only for this lesson, but across many lessons and classroom contexts.

Including this kind of support reflects one of my goals in curriculum design: to make materials easy to implement while also strengthening the quality of student interaction, oral communication, and peer learning.

This is a simple worksheet, but it serves several important purposes. It gives students a brief pause to move, interact with peers, and generate their own examples of positive self-talk in a concrete, memorable way.

The page also acts as a bridge to the following lesson, where students use their ideas to create a class positive self-talk wall and participate in additional hands-on SEL activities that tap into their creativity. Together, these resources help students move from understanding the concept to practicing and internalizing it.

Another recurring request from teachers was for a bank of practice questions that students could use to apply specific test-taking strategies. To support this need, I compiled collections of sample questions that aligned with the strategies taught in the curriculum.

Most lesson plans in the Test-Taking Strategies strand link directly to the relevant resource bank, allowing teachers to select practice questions that best fit their students’ needs, grade level, and instructional goals. This made the curriculum more flexible and easier to differentiate across classrooms.

One teacher went out of her way to thank me for creating the curriculum and highlighted this lesson in particular. After her 3rd grade students completed the official MAP math test, she sent me this photo of a student’s scratch paper — evidence that the student had applied a strategy they had never used before during a multiple-choice test.

The teacher also shared that teaching the lesson gave her new insight into her students’ needs and helped her think about how to adapt the strategy for her classroom. This is the kind of curriculum impact I value most: not just creating resources for teachers to use, but designing materials that help teachers notice student thinking more clearly and build from it.