Kanethia Henderson

40 hours/week

• Implement and sustain a collaborative coaching approach for teachers to become more reflective practitioners and support their roles as Special Education Teachers
• Provide opportunities to optimize curriculum, instruction, and assessment practices through professional networks
• Promote standards-driven instruction, innovative practices, and professional growth within professional learning communities
• Identify training and education gaps, and provide guidance and direction for the development of intervention strategies and professional learning opportunities
• Conduct program evaluations using formative and summative assessment tools to ensure quality and degree of implementation, inform continuous improvement efforts and analyze professional learning needs
• Conduct face-to-face, blended, virtual professional development to build the capacity of district staff, principals, and teacher leaders
• Built and maintained positive relationships with students, parents, colleagues and administrators.
• Engage and support district and school leaders in collaborative learning communities to foster continuous learning and productive interaction, and support the transfer of the learning to practice.
• Developed staff members' attitudes, skills and knowledge through various professional development targeted topics.
• Increased literacy benchmarks by 5% through instructional strategies and feedback.
• Analyzed student data, diagnosed instructional needs and identified research-based instructional strategies.
• Reviewed formative and summative data and information from diagnostic tests to accurately assess students.
• Provided one-on-one instruction for students having difficulties or falling behind.
• Provided direction and coordination to learners and provided ongoing feedback to teachers.
• Met diverse student population needs by planning and implementing lessons with wide variety of teaching strategies.

40 hours/week

• Monitors and supports the compliance of schools with timelines, state and federal regulations, and the instruction of students
• Recommends, monitors, and supports instructional and behavior strategies in the learning environment
• Provides support to teachers, schools, and school administrators in the effective implementation and monitoring of high-quality instructional programs
• Responsible for providing guidance to schools in the district regarding special education federal regulations and policies for children with disabilities.
• Monitor the quality of special education program services to ensure compliance with the Individuals with Disabilities Education Act (IDEA).
• Demonstrates knowledge of the link between curriculum standards
• Supports and monitors initiatives from the District Strategic Plan and School Improvement Plans
• Conducts school visits and state monitoring
• Audit student records to provide guidance for development and accountability
• Develop system-wide policies, guidelines, and operational procedures for special education program direction and evaluation.
• Models and provides professional learning on instructional techniques and interventions
• Monitor the quality of special education program services to ensure compliance with the Individuals with Disabilities Education Act (IDEA
• Liaises with school administrators, parents, teachers, service providers, advocates, attorneys, and the Division of Exceptional Students, to ensure compliance with federal, state, and district guidelines which ultimately enhance and promote maximum learning benefits and opportunities for students
• Collaborates with classroom teachers to provide appropriate services for students with disabilities; augmenting core subject teaching through adjustments to the learning environment, adapting curricula as appropriate, and providing accommodations detailing student needs
• Identify incidents of non-compliance with the Individuals with Disabilities Education Act (IDEA), tracking findings, monitoring training and technical assistance and verifying correction of findings.
• Develop short and long-term plans for programmatic improvement, conducts systematic reviews of curriculum, performance, program standards, and methodology for special education.
• Collaborate with team members in developing behavioral supports or any other related or direct services needed to best serve the student.
• Develop, conduct, and oversee professional learning for PreK-12 special education teachers on grade-level expectations, national standards, and best practices for students with disabilities.

40 hours/week

• Served as the School Coordinator charged with supporting the Career and Technical Intervention (CTI) program by providing and monitoring career programs impacting 200+ students
• Executed and communicate vital change control protocols for assigned high-critical educational programs
• Effectively utilize formal and benchmark assessment data to improve student achievement and provide resource assistance to students with special needs in career and technical education laboratories
• Managed a $20,000 budget for program operation
• Served on the Perkins IV Monitoring and Risk Assessment Review Team and conducted a review of Career, Technical, and Agricultural Education (CTAE) programs for Atlanta Public Schools during FY2016
• Met regularly with leadership teams and the principal to report on instructional practices and progress while also creating strategic planning and goals for school and graduation improvement
• Oversaw the placement of students based on their individualized education program
• Implemented comprehensive audit strategies to oversee, track and evaluate the effectiveness of students’ outcomes
• Worked in partnership with Principals to create schools’ CTI development plans, structure related coaching, and identify specific, measurable, and attainable benchmarks for student performance
• Facilitated conferences, develop re-entry plans after suspension, and engage stakeholders on the overall process of addressing students’ misconduct.
• Coordinated activities and field trips with college and career coordinators.
• Assisted students in college application process by organizing letters of recommendation and essays.
• Planned and promoted career planning presentations, work experience programs and career workshops.
• Oversaw career and job fairs to connect students with area schools and employers.
• Worked with individuals to help understand and overcome personal, social or behavioral problems affecting educational or vocational situations.
• Used standardized assessments to evaluate abilities, interests and characteristics of different students.
• Encouraged students to explore age-appropriate and career-related opportunities.
• Reviewed transcripts to verify students met graduation or college entrance requirements and wrote letters of recommendation.
• Taught classes and presented self-help or information sessions on subjects related to education and career planning.
• Assisted students in skill development such as job searching, networking, ethical conduct and negotiations.
• Provided individual and group career development services to students.
• Assisted students with creating successful search documents such as resumes, cover letters and applications.
• Assisted in promoting career-related on campus programming.

40 hours/week

• Provided strategies for behavior management and supported 60 high school teachers in the effective implementation of best practices related to classroom instruction
• Taught, modeled, and facilitated research-based best practices within the school’s instructional program
• Assisted teachers with the collection and analysis of data results and evaluated over 100 students’ achievements
• Offered specific integration and differentiation strategies that enabled teachers to meet the needs of all learners
• Delivered professional development on best practices in mathematical instruction across the curriculum
• Analyzed and disseminated student data for administrators, teachers, and parents
• Formulated educational program plans, guidelines, standards, and priorities for high school instructional programs
• Provided leadership in qualitative and quantitative research to address students’ needs by implementing known and new evidence-based strategies to underserved and disparate populations.
• Executed strategies to increase parental and community engagement within school.
• Maintained highly organized records to document student behaviors, interventions, consequences and outcomes.
• Collaborated with teachers and administrators in developing, evaluating and revising school programs to prepare master schedules for curriculum offerings.
• Researched, recommended and developed new initiatives to strengthen student success.
• Conducted pre- and post-observation conferences with teachers to review evaluations and observations.
• Assisted with data organization from assessments and diagnostic instruments to develop strategies for intervening with students experiencing difficulties.
• Provided instructional resources and materials to support teaching staff in accomplishing instructional goals.
• Implemented behavior management interventions program to improve learning environment and increase academic success.

40 hours/week

• Delivered effective and differentiated classroom instruction to range of neurodiverse students.
• Partnered with standard education teachers from across academic departments.
• Redirected students using Positive Behavior Support (PBS).
• Assisted struggling students to maintain progress levels by designing individualized lesson plans focused on areas for improvement.
• Taught students across multiple classifications and degrees of special needs.
• Cultivated connections and strong student rapport to foster classroom engagement, in addition to recording student progress to inform parents and school administration.
• Created and managed IEPs to define student learning objectives and educational strategies, in addition to applying instructional knowledge and methods to support goals.
• Created learning and content strategies to meet needs of mentally and physically disabled students.
• Modified general education curriculum for special-needs students using various instructional techniques and technologies.

40 hours/week

• Performed as an expert Special Education lead and consultant in the areas of Specific Learning Disability (SLD), Autism (AU), Emotional Behavior Disorder (EBD, Section 504, Supplemental Education Services (Title I), and interrelated education standards
• Served in the following capacities: Classroom Observation/Instructional Round Coordinator, Master Schedule Coordinator, Summer School Assistant,
• Designed and performed measurement criteria to evaluate the effectiveness of pedagogical practices for students with disabilities, IEPs, referrals, re-evaluations, educational standards, outcomes, and program goals to improve educational achievement for special education students in Fulton County Public Schools
• Effectively analyzed statistical data and IEP information for students with disabilities into Encore software program and created Behavioral Matrix for School-wide Discipline Plan (Positive Behavior Intervention Supports)
• Supported 100+ students through behavioral intervention plans, IEPs, resource/self-contained settings, and differentiated curriculum., Shotgun Wedding: Effective Co-Teaching Strategies

40 hours/week

• Led the nonprofit organization in the execution of career planning and educational programs (i.e., GED, tutoring, and remedial educational programs) for over 100 youth
• Managed and directed the work and structure of fundraising projects and programs to encourage sponsor support of the program
• Provided oversight of a $2.3M dollar budget for three departments
• Supervised Staff who provided direct care of children and/or adolescents in placement with a wide range of responsibility for documentation, program activities, child supervision and safety skills
• Ensured that staff not only provided adequate safety and supervision, but was actively engaged in the process of building relationships, understanding and solving problems as part of a team
• Created programs that provided family support and involvement
• Provided facilitation, supervision, and support for visits and family connections with parents, relatives and other significant people in the life of our youth
• Created and Facilitated professional development of the program, primarily consisting of developing participants
• Possessed comprehensive knowledge of grant administration laws, policies, regulations, and precedents especially to the administration and management of youth aid initiatives and programs
• Improved transparency through executing communication strategies (i.e Identifying stakeholders, defining key messaging, and defining metrics) and engagement methods
• Assisted residents with transitioning into new living environment and maintained strong relationships with residents.
• Solved grievances and complaints by collaborating with residents.
• Enforced policies and safety standards through building and room rounds.
• Provided emotional support and counseling to residents coping with loss and created and developed bereavement groups.
• Facilitated floor meetings to discuss concerns, review complaints and convey information about policy and updates.
• Promoted positive relations between residents and staff.
• Strategized to improve resident care and satisfaction
• Held weekly meetings with the Executive Directors to advocate for resident needs.
• Provided swift and knowledgeable emergency support in line with campus crisis protocols.
• Supported personal needs of residents dealing with diverse conditions.
• Collaborated with team members to achieve target results.
• Maintained excellent attendance record, consistently arriving to work on time.
• Improved operations through consistent hard work and dedication.
• Created spreadsheets using Microsoft Excel for daily, weekly and monthly reporting.
• Offered friendly and efficient service to customers, handled challenging situations with ease.
• Identified issues, analyzed information and provided solutions to problems.

Creates Professional Development Presentations and Facilitates Training

• IEP Development
• Case Management,Georgia Online IEP ( GoIEP)
• Co-Teaching Success using Specially Designed Instruction
• Paraprofessional Training
• Empowering Paraprofessional to Progress Monitor Students
• Case Management Training
• Co-Teaching: The M3 Approach - Modeling Models that Maximize Progress Monitoring: IEP as a Breathe Document Duties and Responsibilities as a Paraprofessional

4 hours/week

• As a member of the board, I assist with Interpreting program requirements, criteria, rules, and regulations, and as directed, comments on proposed regulations and current policies
• Analyzes issues, synthesizes from previous policy decisions, and applies judgment to new, unique, and complex policy questions, identifying innovative solutions or approaches to resolving long-standing issues
• Identify and assess technical assistance needs, recommend technical assistance services, and coordinate support to meet those needs
• Designs and leads conversations with Georgia Charter School Association and Georgia Department of Education agency staff and other external groups to gather information and evaluate options, and propose solutions., Innovative Lessons and Approaches to Integrate Technology in Secondary Microeconomics
• Served as advocate and ambassador by fully engaging, identifying and securing resources and partnerships to advance mission.
• Monitored operational activities to ascertain effectiveness of results and which areas could use better oversight.