Krista Todd

• Serve students in grades 4-12 at two campuses within the same district.
• Manage Caseload of 45-60 students
• Meet all testing and ARD timelines
• Plan, schedule, and generate notices for all ARD meetings.
• Conduct and complete paperwork for all ARD meetings.
• Work closely with administrators, dyslexia, and RTI teachers to plan evaluations and interventions.
• Review existing research literature pertaining to educational diagnosis and make suggestions for implementation within the district.
• Keep up with TEA updates as they are released and inform administrators and teaching staff of changes and support them in implementing these changes.
• Work closely with special education teachers and related service providers to ensure that all required services are being provided.
• Collaborate with teachers, administrators and parents, and students to develop and implement Individualized Education Plans (IEPs) that meet the individual needs of each student.
• Evaluate student academic, behavioral and emotional needs utilizing formal testing instruments such as: WISC-IV, WJ-IV, WIAT-IV, KTEA-3, CTOPP-2, DP-4, BASC-3, WISC-V Spanish, WMLS-III, Bateria IV.
• Provide teachers with information and resources for best practices when working with special needs children.
• Provide training for teachers in writing PLAAFPs (Present Levels of Achievement and Functional Performance) and goals following updated TEA guidelines.
• Select, administer and interpret appropriate formal and informal assessments and evaluations to diagnose specific learning disabilities and/or other conditions
• Apply knowledge of ethnic, linguistic, cultural and socioeconomic diversity for evaluation, planning and instruction.
• Ability to efficiently work independently and collaboratively in a team environment.
• Self-motivated, with a strong sense of personal responsibility.
• Proven ability to learn quickly and adapt to new situations.

• Served 4 elementary schools in 4 different districts and served grades PreK-8.
• Managed caseload of 45-60 students.
• Met all testing and ARD timelines
• Planned, scheduled, and generated notices for all ARD meetings.
• Conducted and completed paperwork for all ARD meetings.
• Worked closely with administrators, dyslexia, and RTI teachers to plan evaluations and interventions.
• Reviewed existing research literature pertaining to educational diagnosis and made suggestions for implementation within each district.
• Kept up with TEA updates as they are released and informed administrators and teaching staff of changes and supported them in implementing these changes.
• Worked closely with special education teachers and related service providers to ensure that all required services were being provided.
• Collaborated with teachers, administrators and parents, and students to develop and implement Individualized Education Plans (IEPs) that meet the individual needs of each student.
• Evaluated student academic, behavioral and emotional needs utilizing formal testing instruments such as: WISC-IV, WJ-IV, WIAT-IV, KTEA-3, CTOPP-2, DP-4, BASC-3, WISC-V Spanish, WMLS-III, Bateria IV.
• Provided teachers with information and resources for best practices when working with special needs children.
• Provided training for teachers in writing PLAAFPs (Present Levels of Achievement and Functional Performance) and goals following updated TEA guidelines.
• Selected, administered and interpreted appropriate formal and informal assessments and evaluations to diagnose specific learning disabilities and/or other conditions
• Applied knowledge of ethnic, linguistic, cultural and socioeconomic diversity for evaluation, planning and instruction.
• Skilled at working independently and collaboratively in a team environment.
• Self-motivated, with a strong sense of personal responsibility.
• Proven ability to learn quickly and adapt to new situations.

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• Served students in grades 1-4 at two campuses within the same district.
• Met all testing and ARD timelines
• Managed caseload of 60-90 students.
• Planned, scheduled, and generated notices for all ARD meetings.
• Conducted and completed paperwork for all ARD meetings.
• Worked closely with administrators, dyslexia, and RTI teachers to plan evaluations and interventions.
• Reviewed existing research literature pertaining to educational diagnosis and made suggestions for implementation within the district.
• Kept up with TEA updates as they are released and informed administrators and teaching staff of changes and supported them in implementing these changes.
• Worked closely with special education teachers and related service providers to ensure that all required services were being provided.
• Collaborated with teachers, administrators and parents, and students to develop and implement Individualized Education Plans (IEPs) that meet the individual needs of each student.
• Selected, administered and interpreted appropriate formal and informal assessments and evaluations to diagnose specific learning disabilities and/or other conditions
• Evaluated student academic, behavioral and emotional needs utilizing formal testing instruments such as: WISC-IV, WJ-IV, WIAT-IV, KTEA-3, CTOPP-2, DP-4, BASC-3, WISC-V Spanish, WMLS-III, Bateria IV.
• Provided teachers with information and resources for best practices when working with special needs children.
• Provided training for teachers in writing PLAAFPs (Present Levels of Achievement and Functional Performance) and goals following updated TEA guidelines.
• Applied knowledge of ethnic, linguistic, cultural and socioeconomic diversity for evaluation, planning and instruction.
• Skilled at working independently and collaboratively in a team environment.
• Self-motivated, with a strong sense of personal responsibility.
• Proven ability to learn quickly and adapt to new situations.

• Served students in grades 1-4 at two campuses within the same district.
• Met all testing and ARD timelines
• Planned, scheduled, and generated notices for all ARD meetings.
• Conducted and completed paperwork for all ARD meetings.
• Worked closely with administrators, dyslexia, and RTI teachers to plan evaluations and interventions.
• Reviewed existing research literature pertaining to educational diagnosis and made suggestions for implementation within the district.
• Kept up with TEA updates as they are released and informed administrators and teaching staff of changes and supported them in implementing these changes.
• Worked closely with special education teachers and related service providers to ensure that all required services were being provided.
• Collaborated with teachers, administrators and parents, and students to develop and implement Individualized Education Plans (IEPs) that meet the individual needs of each student.
• Conducted evaluations and analyzed results of student performance to diagnose specific learning disabilities and/or other conditions.
• Evaluated student academic, behavioral and emotional needs utilizing formal testing instruments such as: WISC-IV, WJ-IV, WIAT-IV, KTEA-3, CTOPP-2, DP-4, BASC-3, WISC-V Spanish, WMLS-III, Bateria IV.
• Provided teachers with information and resources for best practices when working with special needs children.
• Provided training for teachers in writing PLAAFPs (Present Levels of Achievement and Functional Performance) and goals following updated TEA guidelines

• Collaborated with parents, teachers, principals and diagnosticians to analyze data and determine how to best serve each student.
• Interpreted benchmark and screener data to determine appropriate intervention for students.
• Managed caseload of 50-60 students;
• Monitored and evaluated student progress through regular assessments and observations.
• Identified characteristics, needs, abilities, and problems of each child through personal interaction and progress reports to optimize approaches.
• Oversaw benchmarks and dyslexia screeners
• Responsible for scheduling RTI and 504 Dyslexia meetings.
• Led RTI meetings.
• Conducted dyslexia assessments and utilized formal and informal in decision making and planning.
• Reported to parents and administration about student progress.
• Helped struggling students by motivating and encouraging kids to reach full potential.
• Kept accurate documents about student progress for school and parent records.
• Collaborated with teachers and provided educational strategies to support teachers in the classroom.

RTI/ Dyslexia

• Conducted dyslexia assessments and presented results to parents and staff.
• Analyzed benchmark and teacher data to identify student weaknesses and develop individualized lessons/ activities based on student need.
• Trained in the Reading by Design dyslexia intervention program.
• Attended parent meetings to provide recommendations based on formal and informal testing results.
• Provided reading and math intervention for RTI/ Dyslexia students.
• Created schedule for serving RTI/Dyslexia students.
• Established and maintained dynamic working relationships with students and parents to support classroom objectives.
• Supported teachers with implementing interventions/ accommodations within the classroom.
• Researched current literature related to evidence-based interventions for students with disabilities.
• Identified student needs and collaborated with faculty to resolve social, cognitive or behavioral challenges.
• Offered hands-on learning opportunities to improve learning outcomes for students.
• Embraced and actively promoted inclusive and equitable learning environment.
• Managed a caseload of 50-60 students;
• Monitored and evaluated student progress through regular assessments and observations.
• Oversaw benchmarks and dyslexia screeners
• Scheduling RTI and 504 Dyslexia meetings.
• Led RTI meetings..
• Kept accurate documents about student progress for school and parent records.
• Collaborated with teachers and provided educational strategies to support teachers in the classroom.
• Planned lessons according to district standards to cover requirements and prepare for standardized tests.
• Built positive relationships with parents to involve families in educational process.
• Stayed abreast of new trends in education by attending professional development courses and in-service trainings.

• Built positive relationships with students and families for safe, trusted learning support.
• Exercised good classroom management focused on positive behavior support by clearly articulating fair and consistent expectations along with appropriate natural consequences.
• Delivered lesson plans, implemented school curriculum and used data to create, monitor, and establish personalized learning plan for each student.
• Monitored and evaluated student progress through regular assessments and observations.
• Recognized children's physical, emotional and social needs for personalized support.
• Collaborated with other faculty and staff to promote rigorous learning opportunities, general well-being of school and collective interest of staff and student body.
• Reported to parents and administration about student progress.

• Built positive relationships with students and families for safe, trusted learning support.
• Exercised good classroom management focused on positive behavior support by clearly articulating fair and consistent expectations along with appropriate natural consequences.
• Delivered lesson plans, implemented school curriculum and used data to create, monitor, and establish personalized learning plan for each student.
• Monitored and evaluated student progress through regular assessments and observations.
• Recognized children's physical, emotional and social needs for personalized support.
• Collaborated with other faculty and staff to promote rigorous learning opportunities, general well-being of school and collective interest of staff and student body.
• Reported to parents and administration about student progress.

• Encouraged critical thinking and problem-solving to help students develop mathematical reasoning.
• Diversified teaching techniques and learning tools help students with differing ability levels and varied learning modalities.
• Kept classroom environments consistent and focused on learning by establishing and enforcing clear objectives.
• Provided meaningful math instruction to improve math skills of children.
• Worked with sociologically disadvantaged students and created a welcoming and inclusive environment in the classroom.
• Mentored students on individual basis to help develop math skills.
• Administered assessments and standardized tests to evaluate student progress.
• Provided additional support for students with special needs and learning disabilities.
• Scheduled appointments with parents to discuss student progress and classroom behavior.

• Planned, prepared, and taught lesson plans, giving students individual support.
• Communicated with students and parents regarding academic progress, assignments, and behavior.
• Created interactive activities to engage student interest and curiosity in scientific concepts.
• Delivered interactive lessons to help students comprehend complex concepts.
• Cultivated positive relationships with students, parents and staff to optimize instruction and support learning outcomes.
• Collaborated with teachers to learn best practices in teaching and gain understanding of state/local standards and curriculum.