Project Overview
As WASC Coordinator, I helped lead a full accreditation self-study for a large comprehensive high school serving approximately 2,500 students. The project required schoolwide data analysis, stakeholder feedback, evidence collection, program evaluation, and alignment to long-term school improvement goals.

My Role
I coordinated work across 9 departments and multiple stakeholder groups, supported focus group organization, synthesized survey and schoolwide data, reevaluated and revised report sections, and helped develop the final schoolwide action plan. I worked with administrators, leadership team members, certificated and classified staff, students, and families to gather evidence and translate findings into a cohesive self-study report.

Tools & Skills
Program evaluation, data analysis, stakeholder surveys, cross-functional coordination, report writing, school improvement planning, accreditation documentation, Google Workspace, Microsoft Office, school data platforms, and collaborative document management.

Impact / Results
Completed a 73-page ACS WASC/CDE self-study report and evidence-based action plan for the school’s March 2023 accreditation visit. The final report synthesized stakeholder input, schoolwide data, program findings, and improvement priorities into a formal accreditation document and continuous improvement plan.

Artifacts
ACS WASC/CDE Self-Study Report

WASC Focus Group Coordination Matrix 

Schoolwide action plan summary

Project Overview
As part of schoolwide MTSS implementation, I helped support the development of referral, documentation, and intervention processes designed to identify student needs and coordinate supports across academic, behavioral, and social-emotional domains. The work required workflow design, staff communication, process documentation, professional development, and implementation support.

My Role
I helped develop MTSS referral forms and documentation processes used to identify student needs, collect baseline information, and guide intervention planning. I also supported teacher-facing documentation for using Synergy’s MTSS tools and delivered professional development on form use, referral procedures, and documentation expectations. In addition, I contributed to workflow planning connected to behavior, social-emotional, advisory, RTI, and intervention support systems.

Tools & Skills
MTSS implementation, process documentation, staff training, workflow design, referral systems, professional development, technical writing, Synergy by Edupoint, Google Workspace, presentation development, data collection, intervention planning, and cross-functional coordination.

Impact / Results
Supported the creation and implementation of clearer MTSS workflows across multiple support domains. Helped improve consistency in documentation, referral procedures, staff understanding of intervention processes, and use of schoolwide support systems. This work helped move the school toward more consistent baseline data collection, intervention planning, and evidence-based student support.

Artifacts
MTSS Leadership Presentation
Synergy MTSS Documentation Guide
MTSS Behavior Flow Chart
MTSS Social Emotional Flow Chart
Advisory/RTI Proposal

Project Overview
Across my work as an English Language Arts and English Language Development educator, I have designed and revised curriculum, assessments, rubrics, writing supports, and responsive instructional materials for grades 7–12. This project highlights recent English 1 curriculum work that supported grade-level literary analysis, evidence-based writing, interdisciplinary connections, and student access through embedded scaffolds and responsive instruction.

My Role
I designed and revised student-facing instructional materials aligned to California State Standards, including reading, writing, speaking/listening, and language standards. I created supplemental curriculum to support implementation of HMH Into Literature, embedded scaffolds using Universal Design for Learning principles, developed standards-aligned writing and analysis supports, and revised assessment tools to clarify expectations for project-based learning. When students needed additional background knowledge during the Romeo and Juliet / Love & Loss unit, I created a responsive mini-lesson connecting the unit’s essential question to adolescent brain development, emotional decision-making, social pressure, and the science of love.

Tools & Skills
Curriculum design, assessment design, standards alignment, project-based learning, rubric development, writing scaffolds, literary analysis, informational text integration, Universal Design for Learning, ELD-supported instruction, responsive teaching, interdisciplinary lesson design, Microsoft Teams, Google Docs/Slides, Canva, Writable, Renaissance/Illuminate, and responsible AI-assisted instructional design.

Impact / Results
Created clearer learning pathways and more accessible instructional materials for English 1 students, including English learners and students needing additional reading and writing support. The curriculum materials helped students move from textual evidence collection to theme analysis, short constructed responses, and structured writing. The responsive mini-lesson supported students in connecting literary themes to real-world social-emotional and developmental concepts, strengthening access to the unit’s essential question and core analysis tasks.

Artifacts
English 1 Supplemental Curriculum Packet: Romeo and Juliet / Love & Loss
Body Project Revised Rubric: Standards-Aligned PBL Assessment Sample
Responsive Instruction Sample: Love, Loss & the Teenage Brain