Connie Arender

• From August, 2000, until May 2019, I was a classroom teacher. I began my teaching career with an emergency certificate for Special Education. I learned so much with that being my first year as a teacher. The following year, my principal moved me to second grade, and I taught second grade for a few years. When MDE began testing fourth and seventh grades for the writing assessment, I was moved to fourth grade writing. I taught writing for a few years and then Mississippi changed from MCT 1 & 2 testing to MAAP testing, and I was moved again. Writing was no longer being assessed as a singular subject. I went from fourth grade to third grade for the LBPA/Gate test. I taught third grade for a few years and then I asked to move to sixth grade. I was allowed to teach sixth for two years, and then they moved me to fifth because that's where I was told that I was needed. All in all, I was moved back to third for the LBPA, and I continued there until I took the interventionist job six years ago. In addition to being the school interventionist, I am also the STC/School Test Coordinator

• Differentiated instruction to accommodate diverse learning needs, ensuring each student had an equal opportunity for success.
• Assessed student performance regularly using both formative and summative assessments to inform future lesson planning.
• Identified struggling students early on and provided additional support through tutoring sessions and modified lesson plans.
• Continuously pursued professional development opportunities such as workshops or conferences to stay current in educational trends.
• Mentored new teachers, sharing best practices and providing guidance to help them adapt to their new roles successfully.
• Served on school committees focused on curriculum development, teacher evaluations, or community outreach initiatives to contribute positively to the overall school climate.
• Enhanced students' critical thinking and problem-solving skills through project-based learning.
• Enhanced literacy skills with targeted reading programs.
• Designed and implemented differentiated instruction strategy to meet diverse learning needs, enhancing educational outcomes.
• Utilized data-driven instruction to tailor lessons for improved academic performance.
• Communicated frequently with parents, students, and faculty to provide feedback and discuss instructional strategies.
• Worked with staff members and teachers to design comprehensive and individualized plans to optimize student education.
• Met with students, parents and administrators to address and resolve students' behavioral and academic issues.
• Shifted between formal and informal methods of teaching to keep students engaged.
• Participated in department meetings to provide input to colleagues about student achievement and improvement.
• Scheduled conferences with parents to discuss students' progress and classroom behavior.
• Increased educational expertise and knowledge by participating in instructor-oriented workshops.
• Boosted overall student performance by providing individualized instruction based on assessment data.
• Adapted instructional materials as needed to accommodate various learning styles and ensure accessibility for all students.
• Established clear expectations for behavior and academic performance, promoting accountability among all students involved in intervention programs.
• Contributed to a positive learning environment by building strong relationships with students, parents, and colleagues.
• Supported diverse learners through differentiated instruction tailored to each student''s unique needs.
• Maintained accurate records of student progress, using data-driven insights to inform ongoing adjustments to intervention plans as necessary.
• Monitored student progress regularly using formative assessments, adjusting instructional strategies accordingly for optimal results.
• Utilized research-based teaching methods proven effective in increasing math proficiency levels among struggling learners.
• Served as a liaison between the regular classroom teacher and special education staff, ensuring seamless integration of intervention services within the larger educational framework.
• Increased parent involvement in their child''s education through frequent communication regarding progress and strategies for success at home.
• Collaborated with teachers to identify students in need of additional support and developed personalized plans for improvement.
• Improved student understanding of math concepts by implementing targeted intervention strategies.
• Tailored education and development goals to match individual student abilities and needs.
• Maintained accurate and complete student records to prepare reports on children and activities.

As an STC, I am in charge of any and all testing for the school. I train everyone in the school for each test that is required.