Christine Runnels

• Collaborated with various related service providers and general education teachers.
• Gathered data from multiple sources to write accurate PLAAFPs.
• Created and managed IEPs to define student learning objectives and educational strategies, in addition to applying instructional knowledge and methods to support goals.
• Maintained documentation of daily service minutes and accommodations provided to ensure TEA compliance and appropriate levels of services provided.
• Cultivated connections and strong student rapport to foster classroom engagement, in addition to documenting student progress to inform parents and school administration.
• Planned and taught Reading Language Arts lessons that were guided by state standards and individual IEP goals.
• Provided Resource and Inclusion services to students across multiple classifications and degrees of special needs (including Autism, Specific Learning Disabilities, Intellectual Disability, Emotional Disturbance, Other Health Impairments, Speech Impairment, Developmental Delay, or a combination.)
• Trained and supervised various paraprofessionals.
• Attended and participated in annual ARD meetings for students throughout the year, both virtually and in person.
• Documented the distribution and explanation of each student's relevant paper work to all staff involved with implementation of the IEP.
• Provided training sessions with other special education staff regarding provision of accommodations in the general education classroom.

• Collaborated with various related service providers and general education teachers.
• Gathered data from multiple sources to write accurate PLAAFPs.
• Created and managed IEPs to define student learning objectives and educational strategies, in addition to applying instructional knowledge and methods to support goals.
• Maintained documentation of daily service minutes and accommodations provided to ensure TEA compliance and appropriate levels of services provided.
• Cultivated connections and strong student rapport to foster classroom engagement, in addition to documenting student progress to inform parents and school administration.
• Planned and taught Reading Language Arts lessons that were guided by state standards and individual IEP goals.
• Provided Resource and Inclusion services to students across multiple classifications and degrees of special needs (including Autism, Specific Learning Disabilities, Intellectual Disability, Emotional Disturbance, Other Health Impairments, Speech Impairment, Developmental Delay, or a combination.)
• Trained and supervised various paraprofessionals.
• Attended and participated in annual ARD meetings for students throughout the year.

• Instituted team structures, standards, and expectations, and included the team in the creation of them.
• Became a National Dance Alliance Certified Coach in May, 2013.
• Received the team invitation to the NDA Nationals.
• Secured outside choreographers, scheduled summer camp/practice, and ran daily practice sessions.
• Coordinated community events and fundraisers.
• Managed the team budget, secured travel to out of town performances.
• Participated in school sponsored activities.

• Utilized specialized curriculum for students with dyslexia, including The Rite Flight Reading Comprehension Program and The Rite Flight Reading Fluency Program.
• Adapted the general education curriculum in Reading, Language Arts and Math to suit the individual needs and learning styles of my students.
• Planned and implemented Reading, Language Arts, and Math lessons that were aligned with curriculum standards and individual student needs.
• Instructed students with various disabilities, including Autism, Specific Learning Disabilities, Dyslexia, ADHD, OHI, and other developmental delays.
• For students who received testing from their school district, I attended the ARD meetings with the parents.

• Collaborated with general education teachers and other special education teachers to create resource class schedule.
• Presented staff development sessions on campus and within the district.
• Collaborated with various related service providers and general education teachers.
• Gathered data from multiple sources to create and manage IEPs to define student learning goals, objectives, and educational strategies; in addition to applying instructional knowledge and methods to support goals.
• Maintained documentation of daily service minutes and accommodations provided to ensure compliance and appropriate levels of services provided.
• Cultivated connections and strong student rapport to foster classroom engagement, in addition to documenting student progress to inform parents and school administration.
• Planned and taught Reading, Language Arts, and Math lessons that were guided by state standards and individual IEP goals.
• Provided Resource services to students across multiple classifications and degrees of special needs (including Autism, Specific Learning Disabilities, Intellectual Disability, Emotional Disturbance, Other Health Impairments, Speech Impairment, Developmental Delay, or a combination.)
• Trained and supervised various paraprofessionals.
• Attended and participated in annual ARD meetings for students throughout the year.
• Honored as the 2001 Campus Teacher of the Year.

• Planned and led activities for students with an Emotional Disturbance in a primarily outdoor setting at Camp Tyler.
• Coordinated with LSSP and Andrews Center staff to provide therapeutic experiences for students.
• Received and utilized PMAB training.
• Supervised paraprofessionals.

• Writing Peer Tutor at Tyler Junior College, Tyler, Texas; 1990-1991.
• Private Reading in-home tutor, Nacogdoches, Texas; 1991-1993.
• Private tutor through St. Gregory Cathedral School, Tyler, Texas; 2006-2007.
• In each of these positions I provided one-on-one instruction geared toward improving academic progress in the student's greatest area of need.

The dePaul School Summer Program was a summer school for students with dyslexia. It was open to students as a day school and a boarding school. I served as a tutor at the day school, but was a live-in counselor for the boarding students. The students ranged from Kindergarten to 8th grade. To become a tutor, I received training in dePaul Structured Linguistics (DPSL), which is a structured, sequential, multi-sensory, Orton-Gillingham style reading instruction program for students with dyslexia.

• Taught DPSL lesson in a one-on-one setting with the supervision of a Master Teacher.
• Supervised and led boarding students in daily living, leisure, and social skills activities.
• Provided supervision on weekend school-wide field trips.