Kristin Baillie

Provided specialized behavioral support to a caseload of fifteen neurodiverse students with concurrent emotional and academic disabilities and a history of chronic disruptive behaviors. Collaborated with staff, administrators, and community partners to implement intensive interventions, reduce absenteeism, and minimize loss of instructional time due to discipline. Supported the integration of MTSS district-wide.

• Consulted with school administrators, general education, and special education teachers to provide recommendations for appropriate academic and behavioral interventions
• Promoted a culture of inclusivity by advocating for equitable access to educational opportunities for all students
• Developed and implemented individualized attendance monitoring and intervention programs
• Provided professional development and on-site assistance to district educators, empowering them to develop and maintain inclusive classrooms
• Strengthened relationships with community-based organizations and mental health agencies, assisting families in understanding and accessing available services
• Collected and analyzed data related to attendance, discipline, and academics to identify and mitigate disproportionality in metrics

• Created curriculum and presentation materials viewed by 500+ students and 50+ staff members daily
• Used adult learning theory to shift group mindset
• Gathered quantitative and qualitative data for leadership analysis
• Engaged in critical participatory action research
• Developed and promoted racial literacy in the school as a way to achieve school-wide equity
• Facilitated staff development to build a common language to foster equity leadership
• Participated in training grounded in anti-racism, equity-focused practices, and social justice action
• Fostered community and capacity within and between schools to interrupt inequitable systems and practices within education
• Served as a student and educator advocate

• Facilitated data-driven decision-making processes to inform ongoing improvements to behavioral programming and services
• Collaborated with multidisciplinary teams to develop comprehensive case management plans for students with academic and personal challenges
• Facilitated data-driven decision-making processes to inform ongoing improvements to programming and services
• Maintained detailed documentation of interactions, ensuring valuable insights are preserved for future reference and analysis
• Acted as a liaison between educators, families, and stakeholders, ensuring timely communication and collaboration
• Engaged in restorative practices with students and staff
• Gathered quantitative and qualitative data for leadership analysis
• Engaged in critical participatory action research

• Facilitated small group instruction for targeted skill development, enhancing academic growth for all participants
• Provided ongoing assessment of student progress, adjusting interventions as needed to optimize results
• Streamlined the intervention process by developing and implementing efficient systems for tracking student data, progress monitoring, and documentation
• Improved overall classroom performance by providing targeted support for struggling students in various subjects
• Built strong relationships with parents and guardians, fostering open communication regarding student progress and needs.
• Analyzed building-level data to facilitate continuous improvement processes
• Served as an advocate for students with disabilities during eligibility meetings, IEP reviews, and parent conferences
• Coordinated with other professionals such as speech therapists, occupational therapists, and school psychologists to address comprehensive student needs
• Assisted teachers in modifying lesson plans and adapting instructional materials to facilitate inclusive learning environments
• Strengthened collaboration among general education teachers, special education staff, and related service providers through regular meetings and communication

• Designed and implemented curriculum in multiple subject areas
• Engaged in iterative curricular improvement processes
• Collaborated with other educators to create and implement interdisciplinary projects
• Served as a liaison between the school and local community organizations that support bilingualism and multiculturalism in education
• Mentored new dual language teachers, sharing best practices and offering guidance throughout their first years of teaching
• Assisted in creating a safe and nurturing environment that promoted emotional well-being and academic growth
• Differentiated instruction based on individual student needs, employing a variety of teaching strategies to accommodate diverse learners
• Participated in professional development workshops focused on dual language education, staying up-to-date with current methodologies and pedagogical approaches

• Collaborated with colleagues to develop cross-curricular units that infused art standards within academic subjects
• Completed five years of training and implementation with North Carolina A+ Schools of the Arts
• Completed extensive engagement training
• Established an inclusive classroom culture where all students felt valued and respected for their unique abilities and backgrounds
• Built positive relationships with parents to involve families in educational process
• Served on school committees focused on improving instructional practices, furthering professional growth, and advancing educational initiatives
• Retained student interest and maximized receptive learning