MARCY EISINGER

Develop a robust dyslexia program

• Supervise over 100 teachers
• Successfully managed team that supports the vision and mission of the district and department of serving students while maintaining employee morale.
• Oversee grant implementation.
• Run campus summer school program for students.
• Create training programs for dyslexia in three areas, including general education, special education, and bilingual.
• Implement screening and identification of students with dyslexia, taking district from less than one percent to five percent in three years.
• Analyze data and create systems and processes regarding dyslexia.
• Lead activities that develop students' academic, emotional, and social growth.
• Expert at meetings and conferences to serve as subject matter liaison for various services and activities.
• Implement program-level departmental policies and procedures and manage budgets to support educational programs and curricula.
• Evaluate programs and monitor implementation and compliance with regulations to achieve objectives.
• Develop partnerships with parents, businesses, and organizations to build awareness, increase support, and share resources.
• Plan and implemented staff development and in-service training programs to enhance knowledge and skills.
• Schedule and plan educational activities, faculty lectures, and departmental events.
• Confer, problem-solve, and provide guidance and support with issues and problems regarding students, parents, campuses, and district personnel.
• Direct day-to-day operations and evaluation support staff performance.
• Actively listen and respond to resolve all issues and concerns.
• Develop efficient team communications for information.

• Provide school districts in Region 10 guidance in dyslexia and related disorders.
• Inform districts of changes in laws, rules, regulations, and guidance.
• Provide professional development to districts.
• Provide consultation, audits, and support to district dyslexia programming.
• Knowledge of dyslexia instruction, dyslexia identification, and compliance.
• Keep abreast of latest research, rules, and guidance relating to dyslexia.
• Answer calls from the state hotline and answer questions from districts, parents, and professionals.
• Present for districts, parents, community members, and professionals across state.
• Collaborate with other departments to provide optimal services to stakeholders.
• Was acting Region 10 RTI/MTSS Consultant providing consultation to districts for intervention to include presenting and individual district programming consultation

• District Secondary Curriculum and Professional Development
• At-Risk, 504, Dyslexia, and GEH Accountable for compliance of At Risk, Dyslexia, Section 504, and General Education Homebound students in district
• Provide all professional development for Section 504, At-Risk, Dyslexia and Homebound including dyslexia assessment, identification and interpretation of data to administrators, teachers and community members
• Communicate effectively with teachers, parents, administration, and staff
• Provide professional development for staff, parents, and the community
• Answer questions pertaining to legal requirements
• Collaborate with district level administrators on District Improvement Committee Student Achievement team Mediate between parents, Section 504 campus coordinators and committees to and provide mutually agreed upon resolutions to issues
• Maintain budget
• Stay current on legal requirements relating to all aspects of position Ensure proper procedures and practices are followed Disseminate data to identify areas of strength and weaknesses working toward implementation of best practice in order to provide continuous improvement.

• Assessment and assessment updates- both formal and informal Collaborate with other leaders in field regarding assessment Train dyslexia specialists on report writing, profiles, and assessment Appraisal system- PDAS Provide district professional development for departments Work collaboratively with principals in approval of district regulations Promote and teach use of technology to support instruction Revisions and updates to district website Facilitate and create newsletter for parent and staff communication Discipline, parent meetings, supervision, professional learning communities, state testing Provide scientifically proven multisensory reading instruction to LD students Formally assess and interpret assessment data and disseminate to all stakeholders.
• Communicate effectively with teachers, parents, administration, and staff Knowledge and extensive professional development in relation to RTI, MTSS, Section 504, LD and intervention/remediation Discipline, attendance, parent meetings, classroom observations Understand and work effectively with staff and students in relation to our diverse population and Title I status Ruby Payne training Interpret data and provide assessments Navigate standard solutions to parents, students, and teachers dealing with sensitive issues.
• Advocate for students Work with at Risk students -both individual and groups Provide counseling sessions Interpret and communicate testing data results to stakeholders Participate in RTI, 504, and Special Education meetings/ARD's Compile data for campus needs assessment Report as appropriate to CPS Provide, assist and complete BIP's Collaborate with colleagues and supervisors Student success documented improvement and passing of STAAR.

• Mediated between hourly and management
• Lead team of 30 on assembly line, train, manage, and troubleshoot Facilitated positions within the team for maximum effectiveness and efficiency
• Created scheduling of employees and overtime within union contractual agreement
• Coordinate and facilitate team meetings Spearheaded project to improve morale by supporting employer and employee relationships through training and workshops for union and management using MBTI/Keirsey Temperament sorter and activities to enhance team-building.