They also assist general education teachers in adapting lessons that will
meet the needs of the students with disabilities in their classes.
Roadmap for Educators This two - page summary includes key considerations on what educators can do to seize benefits of personalized learning for students with disabilities (developed through the support of NCLD's national convening on
meeting the needs of students with disabilities in personalized learning systems).
Roadmap for Parents and Families This two - page summary includes key considerations on what families can do to seize benefits of personalized learning for their children with disabilities (developed through the support of NCLD's national convening on
meeting the needs of students with disabilities in personalized learning systems).
Roadmap for School & District Leaders This two - page summary includes key considerations on what principals and district administrators can do to seize benefits of personalized learning for students with disabilities (developed through the support of NCLD's national convening on
meeting the needs of students with disabilities in personalized learning systems).
Roadmap for Systems Change This two - page summary includes key considerations on what federal, state, and local policy leaders can do to seize benefits of personalized learning for students with disabilities (developed through the support of NCLD's national convening on
meeting the needs of students with disabilities in personalized learning systems).
One of the educational options that is receiving increasing attention is
meeting the needs of students with disabilities in the regular classroom.
Not exact matches
Education reported
in July 2014 that the National Charter Schools Resource Center (NCSRC) is preparing a white paper on charter school collaboration to
meet students with disabilities needs and case studies
of charter schools that serve
students with disabilities.
OSEP and OSERS staff members attended, responding to questions from CSP grantees, as well as external stakeholders; 3)
in June 2015, through the NCSRC contract, the CSP released a case study to highlight how Two Rivers Public Charter School
in Washington, DC, is
meeting the
needs of its
students with disabilities; 4)
in October 2014, through the NCSRC contract, the CSP released a case study highlighting how Brooke Roslindale Charter School
in Boston, Massachusetts, is
meeting the
needs of its
students with disabilities.
Rather than forcing parents to navigate the system and fight on behalf
of their children, investing
in systems to better ensure that schools, classrooms, and curriculum
meet the
needs of students with disabilities can better support parents
of children
with disabilities.
Despite the prevalence
of students with disabilities in the general education classroom, few teachers receive training on how to meet these students» needs or how to navigate the legally mandated processes enumerated in the Individuals with Disabilities Education
disabilities in the general education classroom, few teachers receive training on how to
meet these
students»
needs or how to navigate the legally mandated processes enumerated
in the Individuals
with Disabilities Education
Disabilities Education Act (IDEA).
But, not unlike many traditional public schools, they frequently struggle to consistently and effectively
meet the
needs of students with disabilities and,
in particular,
students with more significant
disabilities.
Since 1986, the National Dropout Prevention Center (NDPC) has conducted and analyzed research; sponsored workshops and national conferences; and collaborated
with researchers, policymakers, and practitioners to further the mission
of reducing America's dropout rate by
meeting the
needs of youth
in at - risk situations, including
students with disabilities.
Meet a range
of student needs in the classroom, including those
of students with mild to moderate
disabilities;
ASCD calls on policymakers to provide the funding necessary to
meet all
of the mandates they impose and to increase the resources
in order to
meet the
needs of every
student, especially those programs that support socioeconomically disadvantaged
students,
students with disabilities, career technical education, a well - rounded education, personalized learning, and high - quality teachers and principals.
The other case study, How Personalized Learning Models Can
Meet the
Needs of Students with Disabilities, highlights Thrive Public Schools in San Diego and how its personalized learning model especially benefits students with disabilities and meets their specific n
Needs of Students with Disabilities, highlights Thrive Public Schools in San Diego and how its personalized learning model especially benefits students with disabilities and meets their specifi
Students with Disabilities, highlights Thrive Public Schools in San Diego and how its personalized learning model especially benefits students with disabilities and meets their spe
Disabilities, highlights Thrive Public Schools
in San Diego and how its personalized learning model especially benefits
students with disabilities and meets their specifi
students with disabilities and meets their spe
disabilities and
meets their specific
needsneeds.
Small class sizes matter for many reasons including closing achievement gaps,
meeting the
needs of English language learners, inclusion
of students with disabilities, implementation
of the Behavior Education Plan, school climate, and building positive relationships
in our school communities.
It would be nice to offer a program to special education
students where the
students that really want to learn
in a disciplined learning environment rather than being put
in a classroom
with up t 17
students with disabilities from behaviors to ID MILD and trying to
meet the
needs o all the
students while primarily responding to behaviors
of students who are apathetic and do not want to be taught.
May 26, 2016 (Los Angeles)-- Today, Educators 4 Excellence - Los Angeles, a teacher - led organization that seeks to elevate the voices
of teachers
in policy discussions, released its One School For All report to provide recommendations on ways to improve Common Core implementation to better
meet the diverse learning
needs of English Learners and
students with disabilities.
A Principal's Guide to Special Education — the essential handbook for school administrators seeking to
meet the
needs of students with disabilities — has been updated
in collaboration
with and endorsed by the National Association
of Elementary School Principals and the National Association
of Secondary School Principals.
Through an innovative Special Education staffing model, Ethos Classical stands ready to
meet all federally mandated services for
students with disabilities within the school day, while exceeding those requirements by providing access to tailored education and training services on how to best to supports the
needs of all learners to families throughout the year
in out -
of - school time.
Special education teachers typically do the following: • Assess
students skills to determine their
needs and to develop teaching plans • Adapt lessons to
meet the
needs of students • Develop Individualized Education Programs (IEPs) for each
student • Plan, organize, and assign activities that are specific to each
students abilities • Teach and mentor
students as a class,
in small groups, and one - on - one • Implement IEPs, assess
students» performance, and track their progress • Update IEPs throughout the school year to reflect
students» progress and goals • Discuss
students» progress
with parents, teachers, counselors, and administrators • Supervise and mentor teacher assistants who work
with students with disabilities • Prepare and help
students transition from grade to grade and after graduation Special education teachers
in public schools are required to have at least a bachelor's degree and a state - issued certification or license Most states require a degree specifically
in special education.
Ms. Hallas assisted personnel
in implementing IEP programming
in the general and special education classrooms as well as served as a facilitator
in parent / teacher communication to ensure the
needs of students were
met for all
students with disabilities throughout the campus.
Personalized Learning: Policy & Practice Recommendations for
Meeting the
Needs of Students with Disabilities: This 2016 report was developed in conjunction with a national convening NCLD held, drawing together students with disabilities and personalized learning experts to discuss how personalized learning systems can be designed to best support the learning of students with disab
Students with Disabilities: This 2016 report was developed in conjunction with a national convening NCLD held, drawing together students with disabilities and personalized learning experts to discuss how personalized learning systems can be designed to best support the learning of students with d
Disabilities: This 2016 report was developed
in conjunction
with a national convening NCLD held, drawing together
students with disabilities and personalized learning experts to discuss how personalized learning systems can be designed to best support the learning of students with disab
students with disabilities and personalized learning experts to discuss how personalized learning systems can be designed to best support the learning of students with d
disabilities and personalized learning experts to discuss how personalized learning systems can be designed to best support the learning
of students with disab
students with disabilitiesdisabilities.
(e) The board shall establish the information
needed in an application for the approval
of a charter school; provided that the application shall include, but not be limited to, a description
of: (i) the mission, purpose, innovation and specialized focus
of the proposed charter school; (ii) the innovative methods to be used
in the charter school and how they differ from the district or districts from which the charter school is expected to enroll
students; (iii) the organization
of the school by ages
of students or grades to be taught, an estimate
of the total enrollment
of the school and the district or districts from which the school will enroll
students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to
students, including research on how the proposed program may improve the academic performance
of the subgroups listed
in the recruitment and retention plan; (vi) the school's capacity to address the particular
needs of limited English - proficient
students, if applicable, to learn English and learn content matter, including the employment
of staff that
meets the criteria established by the department; (vii) how the school shall involve parents as partners
in the education
of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract
with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation
of the school; (xi) the provision
of school facilities and pupil transportation; (xii) the number and qualifications
of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement
of equal educational opportunity which shall state that charter schools shall be open to all
students, on a space available basis, and shall not discriminate on the basis
of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical
disability, age, ancestry, athletic performance, special
need, proficiency
in the English language or academic achievement; (xv) a
student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision
of equal educational opportunity as stated
in clause (xiv) and to attract, enroll and retain a
student population that, when compared to
students in similar grades
in schools from which the charter school is expected to enroll
students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations
of the charter school to other non-charter public schools.
The award recognizes a charter school that demonstrates a commitment to community engagement through the development
of community partnerships to better
meet the
needs of their
students, The janitorial partnership, one
of the first
of its kind
in the city, is an outsourced contract that employs people
with disabilities and individuals
with economic barriers to employment.
In fact, because charter schools are designed to offer innovative educational strategies, they are uniquely situated to provide individualized support to
meet the
needs of students with disabilities and other unique challenges.
A ruling
in favor
of Endrew F. would create confusion that would jeopardize the level
of educational benefits school districts provide
students with disabilities, endangering the ability
of schools to
meet individual
student needs.
In fact, because charter schools have more flexibility than traditional public schools, they are designed to offer innovative educational strategies and provide individualized support to
meet the
needs of all
students, including those
with disabilities and other unique challenges.
Rhonda Dillingham, executive director
of the N.C. Association
of Public Charter Schools, one
of the state's leading advocates for the growing charter industry, declined to address the specifics
of the McIntosh case, but agreed that charters operate under the same requirements as traditional public schools
in meeting the
needs of students with disabilities.
When the EHA transformed into the IDEA
in 1990, the legal language became even more explicit, requiring schools to provide «a free appropriate public education» that included «special education and related services designed to
meet [the] unique
needs [
of students with disabilities]» and that established means
of measuring «the effectiveness
of efforts to educate children
with disabilities» (IDEA 20 U.S.C.A. 1400 2004).
(1997) E652: Current Research
in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All
Students (2002) E650: Diagnosing Communication Disorders
in Culturally and Linguistically Diverse
Students (2003) E608: Five Homework Strategies for Teaching
Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens
of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping
Students with Disabilities Participate
in Standards - Based Mathematics Curriculum (2002) E625: Helping
Students with Disabilities Succeed
in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for
Students with Emotional and Behavioral Disorders (2000) E564: Including
Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and
Meetings (1994) E593: Planning
Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination
of Students with Severe
Disabilities (2002) E609: Public Charter Schools and
Students with Disabilities (2001) E616: Research on Full - Service Schools and
Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education
of Students with Disabilities (2002) E585: Special Education
in Alternative Education Programs (1999) E599: Strategic Processing
of Text: Improving Reading Comprehension for
Students with Learning
Disabilities (2000) E638: Strategy Instruction (2002) E579:
Student Groupings for Reading Instruction (1999) E621:
Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for
Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary
of Current Practices (2003) E647: Teaching Decision Making to
Students with Learning
Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To
Students with Learning
Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression
in Children and Youth (1998) E635: What Does a Principal
Need to Know About Inclusion?
Instruction And Management E506: Alcohol and Other Drug Use by Adolescents
With Disabilities (1991) E529: Assistive Technology For Students With Mild Disabilities (1995) E538: Cluster Grouping of Gifted Students: How to Provide Full - time Services on a Part - time Budget (1996) E530: Connecting Performance Assessment to Instruction (1995) E531: Creating Meaningful Performance Assessments (1995) E504: Developing Effective Programs for Special Education Students Who Are Homeless (1991) E507: HIV / AIDS Prevention Education for Exceptional Youth (1991) E521: Including Students with Disabilities in General Education Classrooms (1992) E509: Juvenile Corrections and the Exceptional Student (1991) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E532: National and State Perspectives on Performance Assessment (1995) E533: Using Performance Assessment in Outcomes - Based Accountability Systems (1
With Disabilities (1991) E529: Assistive Technology For
Students With Mild Disabilities (1995) E538: Cluster Grouping of Gifted Students: How to Provide Full - time Services on a Part - time Budget (1996) E530: Connecting Performance Assessment to Instruction (1995) E531: Creating Meaningful Performance Assessments (1995) E504: Developing Effective Programs for Special Education Students Who Are Homeless (1991) E507: HIV / AIDS Prevention Education for Exceptional Youth (1991) E521: Including Students with Disabilities in General Education Classrooms (1992) E509: Juvenile Corrections and the Exceptional Student (1991) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E532: National and State Perspectives on Performance Assessment (1995) E533: Using Performance Assessment in Outcomes - Based Accountability Systems (1
With Mild
Disabilities (1995) E538: Cluster Grouping
of Gifted
Students: How to Provide Full - time Services on a Part - time Budget (1996) E530: Connecting Performance Assessment to Instruction (1995) E531: Creating Meaningful Performance Assessments (1995) E504: Developing Effective Programs for Special Education
Students Who Are Homeless (1991) E507: HIV / AIDS Prevention Education for Exceptional Youth (1991) E521: Including
Students with Disabilities in General Education Classrooms (1992) E509: Juvenile Corrections and the Exceptional Student (1991) E464: Meeting the Needs of Able Learners through Flexible Pacing (1989) E532: National and State Perspectives on Performance Assessment (1995) E533: Using Performance Assessment in Outcomes - Based Accountability Systems (1
with Disabilities in General Education Classrooms (1992) E509: Juvenile Corrections and the Exceptional
Student (1991) E464:
Meeting the
Needs of Able Learners through Flexible Pacing (1989) E532: National and State Perspectives on Performance Assessment (1995) E533: Using Performance Assessment
in Outcomes - Based Accountability Systems (1995)
This mission is to make textbooks more accessible, both
in terms
of price and
in meeting the
needs of students with disabilities, through digital.
How do I handle requests for such references?Thank you so much for your help!CherylCHERYL M. EARLE3407 Old Dobbin Road, Montgomery, Alabama 36116 - 1903Home Phone: 334-215-3706 Cell Phone: 334-233-2631 Fax: 334-273-0477 E-mail:
[email protected] position managing legal discovery and document review
with opportunity to assist attorneys
with civil litigationBAR ADMISSIONAlabama State Bar, 1999LAW - RELATED EXPERIENCELaw Firm, AlabamaResearch Attorney for Special Projects, Mass Torts Department, November 2001 — February 2008 • Managed Multi-District Litigation (MDL) Document Depository (September 2002 to February 2008) o Reviewed more than 1 million pages
of evidentiary documents for litigation purposes and for inclusion
in electronic databaseso Coordinated document review assignments
with attorneys at local depository and at other sites across the USo Retrieved, reviewed and coded documents
in Concordance and Summation legal databaseso Prepared memoranda and spreadsheets providing detailed analysis
of discovery materials • Aided attorneys and support staff
with processing and preparation
of personal injury claims and litigationo Conducted legal research and drafted pleadingso Conducted supplementary online research for additional documents and information pertinent to litigationo Assisted
with preparation
of correspondence to clients and referring attorneyso Contacted clients for additional information
needed in case preparation, litigation, and potential settlementso Prepared and input case intakes and referrals into databaseLaw School, AlabamaStudent Intern, Alabama
Disabilities Advocacy Program (ADAP), August 1996 — June 1997 • Participated
in law school clinical program under third - year law
student practice rule (as authorized by Alabama Supreme Court) o Assisted attorneys and advocates in cases involving mentally ill patients confined to state mental health facilitieso Interviewed clients in person (at state facilities) and over the phoneo Worked with clients, attorneys, and social workers to investigate and resolve issues concerning involuntary confinement and treatmento Aided in legal research on an appellate brief submitted to the U. S. Court of Appeals for the Eleventh Circuit (ruling granted in favor of our client) Faculty Research Assistant for Library Services, Bounds Law Library, March 1996 — June 1997 • Prepared research and teaching materials for law school faculty; worked 20 hours per week while matriculating 10 - 15 hours per semester) o Investigated copyright issues related to procuring and reproducing texts for academic useo Conducted legal research using WESTLAW, LEXIS and the InternetADDITIONAL RELEVANT EXPERIENCEManufacturing Company (MC), Montgomery, AlabamaAdministrative Assistant and Cost Analyst, Materials Purchasing Department, April 1999 — September 2001 • Assisted materials buyers in negotiating and preparing commodities contracts between raw materials suppliers and MC for manufacturing plants in the US and Mexicoo Assisted Legal Department at MC's corporate headquarters with coordination and preparation of documents for litigationo Notified and educated suppliers about MC's freight - on - board policy and its corresponding Uniform Commercial Code (UCC) provisions; result was the reduction of freight claims for both the company and its supplierso Prepared contracts and purchase orders for raw materials and capital projects involving plant maintenanceo Solicited price quotations from current vendors and established Excel spreadsheet format which simplified quote submission process and allowed MC to track and compare usage volumes and costs over timeo Prepared and analyzed cost reports used by materials buyers and production planners in purchasing decisions, including cost reductions, materials consolidation, and selection of vendorso Acted as liaison between vendors and the Purchasing, Transportation and Accounting Departments on issues concerning inbound freight, commercial carriers, and payment terms for commodities, resulting in reductions in freight costs and greater payment discounts for raw materialso Established online databases and printed directories for the Purchasing Department, allowing buyers to have easier and faster access to current vendor informationo Completed Year 2000 (Y2K) compliance project, which involved data collection and communication with MC's past, present, and potential materials suppliers and service providersNot - For - Profit Organization, AlabamaAdministrative Assistant, Combined Federal Campaign, September 1998 — January 1999 • Aided Campaign Director with 1998 Federal Campaigns (CFCs) in City 1 and City 2, which together generated nearly $ 700,000 for more than 1,000 local, national and international charitieso Prepared weekly reports on donations using WordPerfect, Microsoft Word, Excel and dBase IVo Wrote script for Talent Showcase at City 1's 1998 CFC Kickoffo Assisted Director with merger of the City 1 and City 2 CFCs in 1999Regional Bank, AlabamaAdministrative Assistant, Year 2000 (Y2K) Department, March — June 1998 • Worked with Vice President of Corporate Projects on short - term project for the bank's Y2K Departmento Analyzed and processed data on Y2K readiness for all branches of Bank throughout the southeastern USo Organized meetings for personnel of Banko Communicated with vendors of computer hardware, software, and office equipment to request information on Y2K complianceo Prepared compliance files for Federal Reserve auditso Prepared in - house memoranda and reports using Microsoft Word and ExcelRecord / Music Promotion Company, AlabamaRecord Pool Co-Founder; Office Manager, September 1990 — December 1991 • Co-founded record pool to enhance promotion of music in Alabama and the southeastern USo Procured and distributed records from major and independent labels for club, radio and mobile disc jockeyso Coordinated jointly sponsored promotional events with record companies, radio stations and clubso Designed, wrote, and published bi-weekly reports and brochures to inform the music industry of the progress and popularity of music and performers in the region, with specific focus on the Alabama music sceneMajor University, AlabamaGraduate Research Assistant, AUM Department of Marketing, June 1989 — August 1990 • Worked 13 - 20 hours per week as a research assistant to Marketing faculty while carrying a full course load in the MBA programo Analyzed consumer surveys used in academic researcho Assisted Conference Chairperson with coordination for Atlantic Marketing Association (AMA) annual meeting (October 1989) o Co-authored five - year index and classification of AMA Proceedings (published Fall 1991) EDUCATIONLaw School, AlabamaJuris Doctor (JD), 1997 • Scholarshipso Seybourn H. Lynne Scholarship, 1996 - 97o Dexter C. Hobbs Memorial Scholarship, 1995 - 96o E. W. Godbey Memorial Scholarship, 1994 - 95 • Honorso Who's Who Among American Law School Students, 1996 - 94o Arthur Davis Shores Award, 1997 • Activitieso Frederick Douglass Moot Court Team Manager, 1996 - 97 Southern Regional Competition, Second Place National Competition, Eighth Placeo John A. Campbell Moot Court Competition, Spring 1996o Black Law Students Association Delegate, BLSA National Convention, 1997 Co-Chairperson, Public Relations Committee, 1996 - 97 Chairperson, Public Relations Committee, 1995 - 96 BLSA President's Award, 1996 and 1997o American Bar Association, 1996 - 97 Entertainment and Sports Industries Forum Intellectual Property Section Law Student Divisiono LAWS Student Group Leader, 1995 - 96Major University, AlabamaMaster of Business Administration (MBA), 1990Bachelor of Science in Business Administration (B.S.B.A.), 1988 (Major: Marketing — Advertising and Promotion Track) • Honorso Dean's List • Activitieso National Student Advertising Competition Team, 1988 - 90 Seventh District Competition: Third Place, 1990o Marketing Club, 1987 - 90 Vice President — Career Development, 1988 - 89o Public Relations / Advertising (PR / AD) Club, 1988 - 90 Charter Member, 1988 Active in fund - raising and membership driveso Theater Guild, 1988 - 90 Screening Committee, 1989REFERENCESAvailable upon
student practice rule (as authorized by Alabama Supreme Court) o Assisted attorneys and advocates
in cases involving mentally ill patients confined to state mental health facilitieso Interviewed clients
in person (at state facilities) and over the phoneo Worked
with clients, attorneys, and social workers to investigate and resolve issues concerning involuntary confinement and treatmento Aided
in legal research on an appellate brief submitted to the U. S. Court
of Appeals for the Eleventh Circuit (ruling granted
in favor
of our client) Faculty Research Assistant for Library Services, Bounds Law Library, March 1996 — June 1997 • Prepared research and teaching materials for law school faculty; worked 20 hours per week while matriculating 10 - 15 hours per semester) o Investigated copyright issues related to procuring and reproducing texts for academic useo Conducted legal research using WESTLAW, LEXIS and the InternetADDITIONAL RELEVANT EXPERIENCEManufacturing Company (MC), Montgomery, AlabamaAdministrative Assistant and Cost Analyst, Materials Purchasing Department, April 1999 — September 2001 • Assisted materials buyers
in negotiating and preparing commodities contracts between raw materials suppliers and MC for manufacturing plants
in the US and Mexicoo Assisted Legal Department at MC's corporate headquarters
with coordination and preparation
of documents for litigationo Notified and educated suppliers about MC's freight - on - board policy and its corresponding Uniform Commercial Code (UCC) provisions; result was the reduction
of freight claims for both the company and its supplierso Prepared contracts and purchase orders for raw materials and capital projects involving plant maintenanceo Solicited price quotations from current vendors and established Excel spreadsheet format which simplified quote submission process and allowed MC to track and compare usage volumes and costs over timeo Prepared and analyzed cost reports used by materials buyers and production planners
in purchasing decisions, including cost reductions, materials consolidation, and selection
of vendorso Acted as liaison between vendors and the Purchasing, Transportation and Accounting Departments on issues concerning inbound freight, commercial carriers, and payment terms for commodities, resulting
in reductions
in freight costs and greater payment discounts for raw materialso Established online databases and printed directories for the Purchasing Department, allowing buyers to have easier and faster access to current vendor informationo Completed Year 2000 (Y2K) compliance project, which involved data collection and communication
with MC's past, present, and potential materials suppliers and service providersNot - For - Profit Organization, AlabamaAdministrative Assistant, Combined Federal Campaign, September 1998 — January 1999 • Aided Campaign Director
with 1998 Federal Campaigns (CFCs)
in City 1 and City 2, which together generated nearly $ 700,000 for more than 1,000 local, national and international charitieso Prepared weekly reports on donations using WordPerfect, Microsoft Word, Excel and dBase IVo Wrote script for Talent Showcase at City 1's 1998 CFC Kickoffo Assisted Director
with merger
of the City 1 and City 2 CFCs
in 1999Regional Bank, AlabamaAdministrative Assistant, Year 2000 (Y2K) Department, March — June 1998 • Worked
with Vice President
of Corporate Projects on short - term project for the bank's Y2K Departmento Analyzed and processed data on Y2K readiness for all branches
of Bank throughout the southeastern USo Organized
meetings for personnel
of Banko Communicated
with vendors
of computer hardware, software, and office equipment to request information on Y2K complianceo Prepared compliance files for Federal Reserve auditso Prepared
in - house memoranda and reports using Microsoft Word and ExcelRecord / Music Promotion Company, AlabamaRecord Pool Co-Founder; Office Manager, September 1990 — December 1991 • Co-founded record pool to enhance promotion
of music
in Alabama and the southeastern USo Procured and distributed records from major and independent labels for club, radio and mobile disc jockeyso Coordinated jointly sponsored promotional events
with record companies, radio stations and clubso Designed, wrote, and published bi-weekly reports and brochures to inform the music industry
of the progress and popularity
of music and performers
in the region,
with specific focus on the Alabama music sceneMajor University, AlabamaGraduate Research Assistant, AUM Department
of Marketing, June 1989 — August 1990 • Worked 13 - 20 hours per week as a research assistant to Marketing faculty while carrying a full course load
in the MBA programo Analyzed consumer surveys used
in academic researcho Assisted Conference Chairperson
with coordination for Atlantic Marketing Association (AMA) annual
meeting (October 1989) o Co-authored five - year index and classification
of AMA Proceedings (published Fall 1991) EDUCATIONLaw School, AlabamaJuris Doctor (JD), 1997 • Scholarshipso Seybourn H. Lynne Scholarship, 1996 - 97o Dexter C. Hobbs Memorial Scholarship, 1995 - 96o E. W. Godbey Memorial Scholarship, 1994 - 95 • Honorso Who's Who Among American Law School
Students, 1996 - 94o Arthur Davis Shores Award, 1997 • Activitieso Frederick Douglass Moot Court Team Manager, 1996 - 97 Southern Regional Competition, Second Place National Competition, Eighth Placeo John A. Campbell Moot Court Competition, Spring 1996o Black Law
Students Association Delegate, BLSA National Convention, 1997 Co-Chairperson, Public Relations Committee, 1996 - 97 Chairperson, Public Relations Committee, 1995 - 96 BLSA President's Award, 1996 and 1997o American Bar Association, 1996 - 97 Entertainment and Sports Industries Forum Intellectual Property Section Law
Student Divisiono LAWS Student Group Leader, 1995 - 96Major University, AlabamaMaster of Business Administration (MBA), 1990Bachelor of Science in Business Administration (B.S.B.A.), 1988 (Major: Marketing — Advertising and Promotion Track) • Honorso Dean's List • Activitieso National Student Advertising Competition Team, 1988 - 90 Seventh District Competition: Third Place, 1990o Marketing Club, 1987 - 90 Vice President — Career Development, 1988 - 89o Public Relations / Advertising (PR / AD) Club, 1988 - 90 Charter Member, 1988 Active in fund - raising and membership driveso Theater Guild, 1988 - 90 Screening Committee, 1989REFERENCESAvailable upon
Student Divisiono LAWS
Student Group Leader, 1995 - 96Major University, AlabamaMaster of Business Administration (MBA), 1990Bachelor of Science in Business Administration (B.S.B.A.), 1988 (Major: Marketing — Advertising and Promotion Track) • Honorso Dean's List • Activitieso National Student Advertising Competition Team, 1988 - 90 Seventh District Competition: Third Place, 1990o Marketing Club, 1987 - 90 Vice President — Career Development, 1988 - 89o Public Relations / Advertising (PR / AD) Club, 1988 - 90 Charter Member, 1988 Active in fund - raising and membership driveso Theater Guild, 1988 - 90 Screening Committee, 1989REFERENCESAvailable upon
Student Group Leader, 1995 - 96Major University, AlabamaMaster
of Business Administration (MBA), 1990Bachelor
of Science
in Business Administration (B.S.B.A.), 1988 (Major: Marketing — Advertising and Promotion Track) • Honorso Dean's List • Activitieso National
Student Advertising Competition Team, 1988 - 90 Seventh District Competition: Third Place, 1990o Marketing Club, 1987 - 90 Vice President — Career Development, 1988 - 89o Public Relations / Advertising (PR / AD) Club, 1988 - 90 Charter Member, 1988 Active in fund - raising and membership driveso Theater Guild, 1988 - 90 Screening Committee, 1989REFERENCESAvailable upon
Student Advertising Competition Team, 1988 - 90 Seventh District Competition: Third Place, 1990o Marketing Club, 1987 - 90 Vice President — Career Development, 1988 - 89o Public Relations / Advertising (PR / AD) Club, 1988 - 90 Charter Member, 1988 Active
in fund - raising and membership driveso Theater Guild, 1988 - 90 Screening Committee, 1989REFERENCESAvailable upon request
Showed resourcefulness and effectiveness
in meeting the
needs of students with learning
disabilities.
I have been at Gilpin for 13 years and had the privilege
of helping
students with special
needs compensate for their
disabilities in order to
meet their potential.