Carol Sparber

March, 2021

CURRICULUM VITAE

Carol Feldman-Sparber

202 White Hall, Kent State

University, Kent, OH 44242

330-603-4416

csfeldma@kent.edu

EDUCATIONAL BACKGROUND

Ph.D., Special Education with a focus on Autism, Kent State University, 2015

Ed.S., Educational Administration with a focus on curriculum, 2020

M.Ed., Intervention Specialist, Kent State University, Gifted Education Licensure, 2003

B.F.A., Art & Education, Kent State University, 1985

HIGHER EDUCATION, TEACHING EXPERIENCE: Kent State University 2011 - present

Gifted Instructor: 2015 - present
- Advanced Practicum in Special Education: Gifted & Talented
- Program Design, Assessment, and Administration
- Nature & Needs of the Gifted Child
- Social & Emotional Aspects of the Gifted and Special Populations
Special Education Instructor, 2011-2013
- Assessment for Individuals with Moderate to Intensive Needs
- Assessment in Special Education
- Intro to Exceptionalities
Co Instructor: 2012-2015
- Kent State Transition Collaborative, Spring, 2015
- Evidence Based Practices seminar, Spring 2015
Guest Instructor: 2011-2013
- Math instruction for students who are deaf and hard of hearing
- Intervention in Mathematics Instruction
- Seminar in Special Education

ADDITIONAL TRAINING AND EXPERIENCE

Pre-Employment Transition Services Training (Pre-ETS), 2019
Survey Research Training, 2018
Social & Emotional Needs of Gifted (SENG), facilitator training, 2017
Strategic Instruction Model (SIM) Training, 2014
Singapore Math Training, 2008-2009
Wilson Reading System Training 2003-2004

PROFESSIONAL EXPERIENCE

Program Coordinator, Gifted Endorsement/Licensure, 2016 – present

Responsibilities:

Develop curriculum for Kent State University gifted endorsement
Coordinate the gifted endorsement program
Supervise and recruit instructors for the gifted endorsement program
Review, update, and revise gifted courses
Alignment of course standards to learning outcomes
Revise scope & sequence of gifted coursework
Develop curriculum for workshop classes
Marketing of gifted endorsement/master programs
Instructor for gifted courses
Academic advisor for gifted concentration
Develop professional development training
Research focus on twice-exceptional students and strength-based instruction
Presentations at international, national, state, and local conferences

Project Director, 2014 – present, Center for Innovation in Transition & Employment (CITE)

Responsibilities:

Supervise and Evaluate pre-service special education teachers
Train Job coaches for the Kent State Transition Collaborative (KSTC)
Co-coordinator for the Kent State Transition Collaborative
Analysis of Ohio Longitudinal Transition Survey (OLTS) data.
Conduct OLTS trainings at State Support Teams across the Ohio
Analysis and evaluation of Transition to Work training program
Research focus on evidence based instructional practices and transition services for students with disabilities
Presentations at international, national, state, and local conferences

Graduate Assistant, 2011-2014, Center for Innovation in Transition & Employment

Responsibilities:

Assist with teaching, training, and evaluation of pre-service special education teachers and Transition to Work coordinators
Instruct and assess high school students with disabilities
Develop portfolio standards and evaluations for Transition Coordinators in training
Instructor for Special Education Assessment courses
Instructor for Evidence-base Practices, practicum
Data analysis for campus programs for students with disabilities
Analysis of Ohio Longitudinal Transition Survey (OLTS) data

Gifted Intervention Specialist, 2002- 2014, Bedford City Schools

Responsibilities:

Program coordinator and instructor for elementary gifted program, grades 3 - 6
Responsible for aligning state standards for elementary gifted courses
Vertically aligned accelerated math and reading curriculum
Developed accelerated math and reading curriculum for grades 4 - 6
Developed science and social studies enrichment curriculum for grades 3 and 4.

Consulting Partner/ Owner, 1997 – 2001, Number 6 Food Marketing, Stow OH

Responsibilities:

Presented locally and nationally to corporate personnel on marketing and sales techniques
Taught seminars on improving profits for food retailers
Provided staff training for employees
Concept development and implementation of up-scale renovations and marketing methods for upscale food retailers and restaurants.

Corporate Vice President, 1988 – 1997, Zazi Specialty Foods, Akron, OH

Responsibilities:

Provided training and evaluation of sales associates
Managed sales department
Developed sales and marketing plans and promotions
Developed inventory control systems
Developed training manual for employees

Intervention Specialist, 1986 - 1988, Ombudsman Educational Services, Mesa, AZ

Responsibilities:

Reading Instructor for at-risk students and students with disabilities in an alternative school setting.

Art Teacher, 1985 – 1986, Gilbert Unified School District, Gilbert, AZ

Responsibilities:

Art Instructor for grades 4 - 8

RESEARCH EXPERIENCE

Current:

Analysis of evidence based practices for twice-exceptional students with Autism
Survey research on the social emotional needs of gifted students in middle school
Evaluation of the impact of school-based practices on employment and post-secondary education for students with disabilities
Evaluation of a middle school gifted program
Designed and implemented an inquiry-based learning project to determine the impact of instruction at an elementary school
Analysis of evidence-based practices for students with dual exceptionalities (2E)
Analysis of evidence-based practices for students with moderate to intensive disabilities
Analysis of evidence-based practices for students with mild to moderate disabilities
Analysis of evidence-based practices for students with autism
Single subject research using video modeling to teach vocationally-based social skills to young adults with intellectual disabilities
Meta-analysis of video modeling interventions for improving socially appropriate vocational skills
Evaluation of the efficacy of video modeling techniques using nonparametric measures
Conducted pre/post analysis of the effects of college level coursework on the academic achievement of adolescents with cognitive disabilities
Analysis of Ohio Longitudinal Transition Survey on the post-school goals for students with Autism
Secondary data analysis of the National Longitudinal Transition Survey2 (NLTS2) data across all disability categories

Recent:

Qualitative research on critical social skills for transition to college for students with Autism
Operationalized observable qualities of inquiry-based instruction.
Analysis of pre/post assessment data of students with intellectual disabilities in a college and community studies program.
Analysis of Ohio Longitudinal Transition Survey: Evidence-Based Course of Study predictors for Improving the Post-School Outcome of Post-secondary Education and Employment for Students with Autism
Meta-Analysis of Video Modeling Interventions That Teach Employment Related Skills to Individuals with Autism.
Analysis of Ohio Longitudinal Transition Study data for promoting positive outcomes for students with moderate/intensive disabilities
Meta-analysis of Social Story Interventions for students with Autism
Meta-analysis on the Effects of Video Modeling on the Social Skills of Children with Autism.
Application of nonparametric measures (e.g., PND, PEM, & IRD) to evaluate the effect of computer assisted instruction as an evidence-based intervention for students with Autism
Conducted single subject research pilot study using video modeling to teach vocationally-based social skills to young adults with intellectual disabilities
Pre/Post Survey analysis to measure changes in typical student's attitudes toward peers with intellectual disabilities in college classes.
Developed portfolio criteria for master’s level Transition Coordinators and evaluation methods (e.g., rubrics) to assess the portfolio.
Developed evaluation rubric and criteria for master's level Transition Coordinators based on National competencies endorsed by the Council for Exceptional Children.
Administered the Woodcock Johnson Achievement III, Tests of Achievement to young adults with disabilities to establish academic achievement baseline levels prior to commencing a four-year college experience.

GRANTS

Unger, D., McMahan-Queen, R., Sparber, C., & Baer, R.M. (2018). A professional development and case management (PDCM) model for seamless transition planning: Improving postschool outcomes, NIDILRR Grant, Kent State University, Kent, OH

Baer, R., McMahan-Queen, R., Sparber, C. (2016). A transition planning instructional coaching model for secondary special education teachers and rehabilitation counselors. NIDILRR Grant # (84.133G), Kent State University, Kent, OH.

Sparber, C., McMahan-Queen, R., Sansosti, F. (2015). Use of Video Modeling to Increase Socially-based Employment Skills for Students with Intellectual Disabilities IES Grant # (R324A1502), Kent State University, Kent, OH.

Baer, R., McMahan-Queen, R., Flexer, R., Sparber, C., (2015). Development of an Evidence-Based Backward Planning Professional Development Model for Special Educators in Transition Coordination Roles Vocationally-Based Social Skills for Students with Intellectual Disabilities IES Grant # (R324A1502), Kent State University, Kent, OH.

Sparber, C., McMahan-Queen, R., (2014). The use of Peer Video Modeling to Increase Vocationally-Based Social Skills for Students with Intellectual Disabilities IES Grant # (R324A1502), Kent State University, Kent, OH.

McMahan-Queen, R., Baer, R., Sparber, C. (2013). Evidenced-Based Preparation of Transition Specialists for Students with Significant Developmental and Intellectual Disabilities (84.325K [Focus b]), Kent State University, Kent, OH.

McMahan-Queen, R., Sparber, C. (2013). Preparation in Evidence-Based Secondary Transition for Teachers and Coordinators of Students with Low-Incidence Disabilities (84.325K [Focus b]), Kent State University, Kent, OH.

Sparber, C., & Avallone, L. (2013). A Social Skills Training Project for Students with Intellectual Disabilities, Kent State University, Kent, OH.

PUBLICATIONS

Papers:

Sparber, C. (2019). From pianissimo to forte: Teaching in higher ed, 2018. Currere Exchange Journal, Vol. 3, Issue 2: https://www.currereexchange.com” via "https://cej.lib.miamioh.edu/index.php/CEJ/index"

Feldman-Sparber, C., & Daviso, A. (2018). Evidence-based courses of study to improve post-school outcomes for students with autism. International Teacher Education Conference, ITEC 2018 Proceeding Book Indiana University, IN, USA. (1), 166-172.

Daviso, A., Mazzagatti, L., Feldman-Sparber, C., & Baer, R. (2018). Understanding what affects students with disabilities achievement of postsecondary educational goals. International Teacher Education Conference, ITEC 2018 Proceeding Book Indiana University, IN, USA. (1), 518-523.

Sparber, C. & Daviso, A. (2018). Predictors that contribute to positive employment outcomes for transition youth with disabilities. Manuscript submitted for publication.

Flexer, R.W., McMahan Queen, R., Baer, R.M., & Feldman-Sparber, C. (2018). The impact of a graduate program on the perception of transition specialist competencies. Manuscript submitted for publication.

Sparber, C. (2017). The case for gifted education. In the Middle. 62, 11-12. http://www.ohiomla.org/sites/default/files/2018-OhioMLA-Spring-Newsletter.pdf

Flexer, R.W., Baer, R. M., McMahan Queen, R., & Feldman-Sparber, C. (2016). A description and evaluation of a university-based transition endorsement program. Submitted to Career Development and Transition for Exceptional Individuals.

Cimera, R., Avellone, L., & Feldman-Sparber, C. (2015). An Investigation of the Outcomes Achieved by Individuals with Intellectual Disabilities and Mental Illnesses. Journal of Vocational Rehabilitation, 43, 129-135. doi: 10.3233/JVR-150762

Professional Development & Instructional Materials:

Sparber, C. (2019). Teaching Twice Exceptional Students. Professional Development module developed for Scenario Learning, Cincinnati, OH.

Sparber, C. (2019). Special Populations: Twice Exceptional Learners. Professional Development module. Developed for Bedford City Schools, Bedford, OH.

Sparber, C. & Rumley, K. (2018). Using a strengths-based approach to support twice-exceptional students in the classroom. Professional Development module developed for Ohio Association for Gifted Children, Columbus, OH.

Baer, R., Daviso, A., Feldman-Sparber, C., & Bastock, T. (2016). Universal design strategies for mixed-ability classrooms. Developed for the Office for Exceptional Children and the Division of Career-Technical Education, Columbus, OH.

Sparber, C. (2013). Special educator portfolio evaluation rubric. Developed for Center for Innovation in Transition and Employment, Kent State University, Kent, OH.

Sparber, C. (2012). Transition Coordinator Evaluation Rubric. Developed for Center for Innovation in Transition and Employment, Kent State University, Kent, OH.

Sparber, C. (2008). Math unit lesson plans: Fractions. Developed for ODE Website, Columbus, OH.

Sparber, C. (2005). Grades 4-6: Standards based accelerated gifted curriculum for math and reading. Developed for Bedford City Schools, Bedford, OH.

Sparber, C. (2005). Grade 3: Standards based resource room enrichment lessons. Developed for Bedford City Schools, Bedford, OH.

Other Publications:

Sparber, C. (2011). KSU Program focuses on Transition Opportunities for Students with Disabilities. Career and Community Studies Transition Program, Kent State University.

PRESENTATIONS AND WORKSHOPS

McMahan Queen, R. & Sparber, C. (2019). Increasing Successful Postschool Outcomes with Evidence-Based Practices and Predictors. OCALICON 2019, Columbus,OH.

Sparber, C., McMahan Queen, R., Flexer, R., & Baer, R. (2019). One Size Does Not Fit All: Trends and Predictors for Secondary Students with Disabilities. Division on Career Development and Transition 23rd International Conference, Seattle, WA.

Sparber, C. & McMahan Queen, R. (2019). Beyond Postschool Goals for Employment and College: What Students Need for Success. Division on Career Development and Transition 23rd International Conference, Seattle, WA.

Sparber, C. (2019). Social Emotional Needs of the Gifted: Where Should the Focus Be? World Gifted Conference, Nashville, TN.

Sparber, C. (2019). Keynote Presentation. Fostering a “goodness of fit” for twice-exceptional learners. Summit County Educational Service Center, Cuyahoga Falls, OH.

Sparber, C. (2019). Nurturing giftedness through strength-based instruction. SummitCounty Educational Service Center, Cuyahoga Falls, OH.

Sparber, C. (2019). Self-Advocacy: Encouraging gifted students to have a voice. Summit County Educational Service Center, Cuyahoga Falls, OH.

Sparber, C. (2019). What are the building blocks for 2e instruction? Ohio Association for Gifted Children, Columbus, OH.

Sparber, C. (2019). Evidence-based predictors and practices for promoting positive transition employment outcomes. Council for Exceptional Children Convention, Indianapolis, IN.

Sparber, C. (2018). Keynote Presentation. Exceptional in two ways: A journey of understanding. Summit County Educational Service Center, Cuyahoga Falls, OH.

Sparber, C. (2018). Using a strengths-based approach to support twice-exceptional students in the classroom. Ohio Association for Gifted Children, Columbus, OH.

Sparber, C. (2018). Supporting twice-exceptional students with strength-based instruction. Supporting Emotional Needs of the Gifted (SENG), Columbus, OH.

Sparber, C. (2018). Instructional strategies for improving learning outcomes in mixed ability classrooms. Ohio Association for Gifted Children, Columbus, OH.

Sparber, C. (2018). Instructional strategies for improving learning outcomes for twice-exceptional students. Council for Exceptional Children Convention, Tampa, FL.

Sparber, C., Daviso, A., & McMahan Queen, R., (2018). Promoting positive outcomes for students with autism. OCALICON 2018, Columbus, OH.

Sparber, C. (2017). What does it mean to be gifted? Understanding the nature and needs of gifted children. KEEP Academy, Tallmadge, OH.

Sparber, C. (2017). Twice-exceptional students: Who they are and how to serve them. Ohio Association for Gifted Children, Columbus, OH.

Sparber, C., & Rumley, K. (2017). How do you know they’re gifted? Myths of Gifted Children. KEEP Academy, Tallmadge, OH.

Sparber, C., & Rumley, K. (2017). The gifted mind. KEEP Academy, Tallmadge, OH.

Sparber, C. (2017). Underrepresented populations. KEEP Academy, Tallmadge, OH.

Sparber, C., & Rumley, K. (2017). More than an Academic: Understanding the social and emotional aspects of giftedness. KEEP Academy, Tallmadge, OH.

Rumley, K. & Sparber, C. (2017). Moving on up: Exploring acceleration. KEEP Academy, Tallmadge, OH.

Rumley, K. & Sparber, C. (2017). Differentiation isn’t just different: Principles of differentiation. KEEP Academy, Tallmadge, OH.

Sparber, C. (2017). The power of thinking outside the box to meet the diverse needs of school communities. Aspiring school Leaders Regional Education Conference, Cleveland, OH

Sparber, C. (2017). Instructional strategies for improving learning outcomes in mixed ability classrooms. Ohio Association for Gifted Children, Columbus, OH.

Sparber, C., & Daviso, A. (2017). Evidence-based predictors and practices for promoting positive transition employment outcomes. Council for Exceptional Children Convention, Boston, MA.

Sparber, C., Daviso, A., & McMahan Queen, R., (2017). Promoting positive outcomes for students with moderate to intensive disabilities. OCALICON 2017, Columbus, OH.

Sparber, C., & Daviso, A. (2017). Evidence-based predictors and practices for promoting positive transition employment outcomes. Division on Career Development and Transition 21th International Conference, Milwaukee, WI.

Sparber, C. (2016). Instructional strategies for improving learning outcomes for twice-exceptional students. Ohio Association for Gifted Children, Columbus, OH.

Flexer, R., McMahan Queen, R., & Sparber, C. (2016). Capacity building through personnel development: The changing roles of transition specialists. Division on Career Development and Transition 20th International Conference, Myrtle Beach, SC.

Daviso, A., & Sparber, C. (2016). Apps to improve transition to employment and post-secondary education. Division on Career Development and Transition 20th International Conference, Myrtle Beach, SC.

Sparber, C. & McMahan Queen, R. (2016). Evidence-based predictors and practices for promoting positive outcomes for students with moderate/intensive needs. Division on Career Development and Transition 20th International Conference, Myrtle Beach, SC.

Baer, R., & Sparber, C. (2016). Instructional strategies for improving learning in mixed ability classrooms. Division on Career Development and Transition 20th International Conference, Myrtle Beach, SC.

Sparber, C. & McMahan Queen, R., (2016). Evidence-Based Predictors and Practices for Promoting Positive Outcomes. OCALICON 2016, Columbus, OH.

Sparber, C. & McMahan Queen, R., (2016). Video modeling from theory to practice. The 2016 Northeast Ohio Transition Symposium, Kent, OH.

Sparber, C. & McMahan Queen, R., (2015). Video modeling as an intervention: A pilot study. The 2015 Northeast Ohio Transition Symposium, Kent, OH.

Sparber, C. (2015). Evidence-based predictors and practices for promoting positive outcomes for transition age youth with disabilities. Division on Career Development and Transition 19th International Conference, Portland, OR.

Sparber, C. & McMahan Queen, R., (2015). Using video modeling to teach employment related social skills to individuals with moderate/intensive needs. OCALICON 2015, Columbus, OH. November, 2015

Sparber, C. & Daviso, A. (2015). Predictors for promoting positive outcomes for students with autism. OCALICON 2015, Columbus, OH. November, 2015

Sparber, C. (2014). Meta-analysis of social story™ interventions on the social skills for children with autism. Educational Research Exchange, 11th Annual ERE Conference, Youngstown State University, Youngstown, OH. April, 2014.

Sparber, C. & Daviso, A. (2014). Using Predictors to promote positive outcomes for students with disabilities. Council for Exceptional Children 2014Convention and Expo, Philadelphia, PA. April, 2014

Baer, R., McMahan, R., Daviso, A. & Sparber, C., (2014). Predictors of successful postschool employment for students with disabilities. Council for Exceptional Children 2014 Convention and Expo, Philadelphia, PA. April, 2014

Sparber, C., Baer, R., & McMahan, R. (2014). Predictors of successful postsecondary education entrance for students with disabilities. Council for Exceptional Children 2014 Convention and Expo, Philadelphia, PA. April, 2014

Sparber, C. & Daviso, A. (2013). Promoting positive outcomes for students with moderate/intensive disabilities. OCALICON 2013, Columbus, OH. November, 2013

Sparber, C. (2013). Meta-analysis of video modeling interventions that teach employment related skills to individuals with autism. Division on Career Development and Transition 17th International Conference, Williamsburg, VA. November, 2013

Sparber, C. & Daviso, A. (2013). Promoting positive outcomes for students with moderate/intensive disabilities. Division on Career Development and transition 17th International Conference, Williamsburg, VA. November, 2013

Sparber, C., Elwood, P., & Pretti-Frontczak, K. Examining the content validity for a preschool mathematics assessment. 29th Annual International Conference for Young Children with special Needs and Their Families, San Francisco, CA. October, 2013

Sparber, C. (2013). An examination of the efficacy of social story™ interventions for increasing social and communication skills for children with autism. Milestone 11th Annual Autism/Asperger’s Conference, Cleveland, OH. June, 2013 .

Sparber C. & Daviso, A. (2013). Promoting positive outcomes for students with autism. Milestone 11th Annual Autism/Asperger’s Conference, Cleveland, OH. June, 2013

Sparber, C. (2013). Meta-analysis of social story™ interventions on the social skills for children with autism. Presentation at the Council for Exceptional Children Conference (CEC) San Antonio, TX. April, 2013.

Sparber, C. (2013). Video modeling research to practice: Using non-parametric measures in single case research to support video modeling as an evidence-based intervention. International Conference on Autism, Intellectual Disability & Developmental Disabilities, (DADD) Kona, HA. January, 2013.

Sparber C. & Daviso, A. (2012). Post-school outcomes for students with high-incidence disabilities. Ohio Center for Autism and Low Incidence, (OCALI), Columbus, OH. November, 2012.

Sparber, C. (2012). Meta-analysis of video modeling interventions on the social skills of children with autism. Educational Research Exchange, 9th Annual ERE Conference, Kent State University, Kent, OH. March, 2012.

Sparber, C. (2010). Differentiating curriculum for inclusive classrooms. Professional Development, Bedford City Schools, Bedford, OH

Sparber, C. (2010). Using singapore math to improve problem solving skills: grades 4-6. Professional Development, Bedford City Schools, Bedford, OH

Sparber, C. (2009). Developing curriculum to meet the needs of advanced learners.Professional Development, Bedford City Schools, Bedford, OH

Sparber, C. (2008). Strategies for differentiating curriculum. Professional Development,Bedford City Schools, Bedford, OH

Sparber, C. (2006). Using Dr. Seuss to teach figurative language. Ohio Association of Gifted Children Conference, (OAGC) Teacher Workshop, Columbus, OH

Sparber, C. (2005). Nurturing the social & emotional needs of gifted students. Ohio Association of Gifted Children Conference, (OAGC), 2005. Teacher Workshop, Columbus, OH

PROFESSIONAL ORGANIZATIONS

Ohio Association for Gifted Children (OAGC), 2000 – present
National Association of Gifted Children (NAGC), 2000 – present
Talented and Gifted (TAG), 2000 – present
Council for Exceptional Children (CEC), 2001 – present
Division for Research (CEC-DR), 2011 – present
Division on Autism and Developmental Disabilities (DADD), 2011 – present
Division on Career Development and Transition (DCDT), 2011 – present
Teacher Education Division (TED), 2011 – present

AWARDS AND COMMENDATIONS

Pat Sitlington Emerging Researcher Award (DCDT), Williamsburg, VA, 2014.

Recipient of the Pat Sitlington Emerging Researcher Award for exemplary graduate research for Individuals with Disabilities, a national award presented to an individual who has contributed to more positive outcomes for transition-aged youth and to the field of transition through a body of research in transition. A Meta-analysis of Video Modeling Interventions that Teach Employment Related Skills to Individuals with Autism, at the 17th annual CEC Division of Career Development and Transition conference in Williamsburg, VA, November, 2014.

Herbert J. Prehm student Presentation Award (CEC), SanAntonio, TX, 2013.

Awarded the Herbert J. Prehm Student Presentation Award for 2013. A national award presented from professional associations dedicated to advancing educational standards and opportunities for students with disabilities and exceptional needs. A Meta-Analysis of Social Story™ Interventions on the Social Skills for Children with Autism, at the Council for Exceptional Children Conference (CEC) 2013.

Ninth Annual Educational Research Exchange (ERE), Kent, OH 2012.

Research award for the 2012 Educational Research Exchange conference. The ERE is an annual conference that provides an opportunity for students to present their research endeavors in a collegial atmosphere. The conference features research presentations by faculty and students from the Colleges of Education at: Cleveland State University, Kent State University, The University of Akron, and Youngstown State University. Carol was recognized for her presentation of A Meta-Analysis of Video Modeling Interventions on the Social Skills of Children with Autism.

Martha Holden Jennings Scholar, Bedford, OH 2008.

Selected to receive the Martha Holden Jennings Scholar Award for 2008. This scholarship is awarded to honor outstanding classroom teachers who foster the development of individual young people to the maximum possible extent through creative and exceptional teaching.

SERVICE AND CITIZENSHIP

Ohio Association of Gifted Children (OAGC) Governing Board – Chair elect, Higher Education Division.

Autism Task Force Volunteer – Volunteer for Kent State University organization providing support and guidance for college students with autism spectrum disorder.

2E Conference 2018 - present– Keynote, Twice-exceptional conference for teachers, administrators, and parents in Northeast Ohio

SENG Ohio 2018-present – presenter and organizational team member for Social & Emotional Needs of the Gifted (SENG) Ohio conference

KEEP Academy 2017 - 2019– Organizer and presenter for the KEEP Academy – a collaboration of teachers designing professional learning for other teachers in conjunction with Kent State University faculty. This annual conference features three full days of professional learning for teachers from partnering districts.

Employment First and Summit DD Initiative for Transition Youth 2013 – current. Summit County Board of Developmental Disabilities.

Hudson High School Transition Team 2012-current. Monthly team meeting with Hudson High School Transition Team members, parent mentors, representatives from Summit County ESC, Summit DD, Kent State, and the Six District Compact.

Summit County Transition Resource Group 2011-current. Summit County Educational Service Center.

Building Leadership Team 2009-2014, Bedford City Schools. Developed strategies for implementation of Ohio Teacher Evaluation system and common core standards.

Intervention Assistance Team, 2009-2011, Bedford City Schools. Participated in the role of classroom teacher to assist in developing meaningful IEP goals for students with disabilities

Discipline Committee, 2010-2011, Bedford City Schools. Collaborated with committee members to develop school wide positive reinforcement plan as well as a hierarchy for disciplinary consequences

Student Community Service Committee, 2010-2011, Bedford City Schools. Collaborated with colleagues and students for the annual service learning project

REFERENCES: available upon request