Carol Elizabeth Avalos

• Developed and implemented engaging lesson plans aligned with state standards. Specifically with the following district adopted curriculums:

-Benchmark, HMH Into Reading, Go Math, Inspire Science

• Fostered a positive classroom environment to enhance student learning and collaboration.
• Utilized technology tools to facilitate interactive learning experiences for students. Specifically with the following programs

-Lexia, IXL, Spring Math, Read Live, Newsela, Think Central

• Assessed student progress through formal and informal evaluations, adjusting instruction accordingly. Specifically through our universal screener Fastbridge and the progress monitoring tool within that program
• Collaborated with parents and staff to support student growth and address individual needs.
• Developed strong relationships with students and families, building a supportive community within the school setting.

• Taught lessons encompassing skill-building activities in speaking, writing, reading and listening.
• Developed and implemented discipline strategies to maintain classroom management
• Organized classroom supplies and decorated walls to create fun, nurturing settings, and meet learning needs.
• Used Aries and Parent Square to communicate student progress, academic difficulties, or behavioral concerns to parents or guardians using tact and professionalism to improve student academic and social emotional growth.
• Helped students develop self-esteem and life skills by fostering healthy conflict-resolution, critical thinking, and communication.
• Incorporated Lexia and Go Math technology into lesson planning to create engaging, multi-dimensional lessons.
• Adapted lessons to differentiate instruction and meet students' diverse learning needs and abilities.
• Provided individualized and diversified instruction to support student comprehension and assist with navigating challenges.

• Prepared materials for lessons, assignments, and assessments, and evaluated, corrected and graded student performance to identify gaps in skills or knowledge and set realistic goals.
• Planned lessons according to district standards to cover requirements and prepare for standardized tests.
• Worked one-on-one with students to determine strengths, weaknesses, and learning patterns.
• Evaluated individual student abilities and created action plans based on current level and desired growth goals to support preparedness for transition to next grade level.
• Collaborated with colleagues and administrators to create a healthy and efficient professional learning community.
• Coordinated the AAA Safety Patrol Program for more than 20 fifth graders. Students learned to promote safety and situational awareness, build leadership skills, discipline and responsibility.

• Taught in the Reading Intervention Program at Woodrow Wilson a K-5 school in the Sylvan District
• Worked cooperatively with classroom teachers and parents, to help students meet individualized learning objectives
• Developed phonemic awareness, and writing strategy lessons for students below grade level during 30 to 45 minute intervention sessions.
• Implemented ELD strategies in everyday lessons to meet the needs of the school's rapid growing population of English Language Learners and Newcomers

• Taught the Gateway Intervention Program to 7th and 8th grade students during a three block period to improve their reading and writing skills that were two years below grade level
• Supported student skill development in alignment with personal and academic goals.
• Collaborated with specialists, homeroom teachers, and parents to meet the needs of these students with IEP's and 504 plans
• Translated for Spanish speaking families during meetings with homeroom teachers, during parent teacher conferences, and over the phone when needed.
• Taught Core Language Arts English Course 2 of California Treasures to 7th Graders. Students read literature, analyzed their individual assessment results after unit exams, and developed writing skills in the following genres: response to literature, narratives, persuasive letters, and research papers.
• Taught seventh grade AVID where students developed critical thinking skills through inquiry based projects, critical reading strategies, and class discussions.
• Developed Spanish Lessons for the Spanish Exploratory class during the 2012-2013 school year with 24 students
• Coached girl and boys soccer for two years

• Taught 22 students in a self-contained classroom. The majority of students in my classroom were English Language Learners.
• Incorporated English Language Arts Centers in the morning with the help of a teacher’s aide. Students developed decoding skills; they learned to blend multi-syllable word and read between a RIGBY reading level of 10-18.
• Using the writing program Step Up to Writing, students learned to write a structured writing composition.
• Reading and spelling assessments, like the BPST, were given monthly in order to meet the students’ individual needs.
• Saxson Math was taught in the afternoon along with occasional science, social studies, and/or art centers and lessons.

• Engaged students with diverse language acquisition strategies to develop their sound and letter recognition skills
• Students learned to blend cvc words and began to write simple sentences.
• Developed and implemented behavior management strategies in order to create a healthy and safe learning environment
• Students learned a number of high frequency words and many began reading between the RIGBY reading levels of 1 to 8.
• Arranged parent-teacher conferences to address student progress and collaboratively set goals for areas of improvement.
• Promoted social and emotional learning by creating social activities and positive peer interations