Beth Bates-Stokes

•Identified EL students reading far below grade level

•Worked with general ed teachers to place students in small groups for direct instructions

•Developed complicated rotating group schedules

•Administered "Reading Inventories" for student placement using Fountas & Pinnell

•Customized an EL program to meet many learning styles

•Used multiple methodologies and programs including Fountas & Pinnell, Anita Archer, Explode The Code, and Kevin Clark strategies

•Conducted initial and summative ELPAC assessments

•Collected, distributed, and inputted to Data Matters students' reading progress and reading levels

•Reclassified students as they progressed with their language development

•Developed and customized individual and small group lessons to students reading far below grade level

•Administered assessments for reading and language placement using "Running Records"

•Used Lucy Calkins books, Read Naturally, Anita Archer, and Explode The Code to drive lessons

•Worked closely with general ed teachers

•Distributed student data and recorded information to Data Matters

• Supervised, structured, and implemented and After School Education and Safety Program
• Mentored para-educators, tutors, and teachers for a prescribed enrichment class offered during the extended after school program (ASES)
• Supervised and provided opportunities for local high school students to receive their community service hours
• Worked with Food Services to provided meals for students during LEAP.
• Community letters and announcements were provided in English & Spanish
• Maintained required documents for ASES
• Budgeted grant monies of 120k
• interviewed and hired employees for LEAP
• Developed professional relationships with teachers and school administrators to integrate and support LEAP.

• Taught Specially Designed Academic Instruction in English for second language learners (SDAIE)
• Prepared lessons, modeled, scheduled, and taught the CA state standards
• Collaborated with grade level teams
• Provided supplemental resources as a support system for staff
• Provided mentorship and support for beginning year teachers (BTSA)
• Created and maintained complex schedules
• Planned lessons according to district standards to cover requirements and prepare for standardized tests
• Mentored and modeled strategies for teachers, volunteers, and students
• Administered standardized and informal tests to evaluate student progress
• Built positive relationships with parents to involve families in educational process.
• Taught students subject-specific material, learning strategies, and social skills.
• Implemented classroom management improvements to enhance class morale and engagement.
• Disseminated community information