Pepi M. Silverman, M. Ed.

**** ******** ******* ( Highland Park, Illinois 60035 ( (847)

***-**** ( Cell 847-***-**** ( acqeaf@r.postjobfree.com

Career Objective

To excel as an Administrator through the provision of skilled leadership

Career Profile

ACCOMPLISHED ADMINISTRATOR offering a broad educational background,

extensive experience and a strong record of performance. Significant

qualifications include:

< Supervision and evaluation of educational personnel up to 44 certified

and support personnel.

< Motivating team members to excel to their greatest potential through

positive reinforcement, hands-on assistance, staff development,

empowerment and incentives, resulting in 32% of certified personnel

progressing from Proficient to Distinguished summative ratings.

< Maximizing budgetary compliance through cost-cutting strategies,

reallocation of existing funding, and diligent auditing for budgets in

excess of $10 million.

< Communicating effectively across stakeholder groups by being responsive

to all inquiries to positively support district initiatives.

< Supporting staff performance across departments through sensitivity to

the climate and culture of the setting, team-building strategies, and

open communication.

< Providing a stabilizing influence during periods of organizational

change.

. Working effectively as a part of a team through flexibility, open

communication and sound decisive decision-making.

. Quickly advancing to greater levels of responsibility based on a

thorough understanding of the educational reform process and student-

centered decision-making.

. Highly experienced, innovative instructional leader, skilled in staff

development, formation of strong parent and community partnerships.

Recognized for expertise in program development, student services, and

curriculum formation. Sought out as a consultant by school districts,

social service agencies and individual families.

. Responsive to district needs regarding scheduling, assessment

practices, data driven decision-making, and special projects.

. Upholding high levels of confidentiality, initiative and

personal/organizational integrity.

. Serving as a role model to colleagues by participating in committees

and special events, pursuing professional training and education, as

well as being open to needs and concerns from coworkers.

. Stepping up to every challenge, pioneering new ideas, accepting risk

and making the difficult decisions in support of student progress.

Education

Doctorate in Educational Leadership with Superintendent's Endorsement,

(ABD) NORTHERN IL UNIVERSITY, DeKalb, IL, 12/2015

Special Education Director Endorsement, BLITSTEIN INSTITUTE, Chicago, IL,

9/2005

Master of Administration and Supervision, LOYOLA UNIVERSITY, Chicago, IL,

5/2001

Post Baccalaureate/CUIN Generic Special Education Teaching Certificate,

UNIVERSITY OF HOUSTON, Houston, TX, 6/1993

Bachelor of Arts, Liberal Studies/Elem. Ed., CALIFORNIA STATE UNIVERSITY,

Northridge, CA. Dean's List/Natl. Honor Society, 6/1992

Professional Experience

Township High School District 214, July 2013-Present

DIRECTOR OF SPECIAL EDUCATION

. Responsible for all district programming for students with low incidence

disabilities, including Career and Life Skills programming, vocational

services, and district transition programming.

. Administrate district adaptive physical education and Extended School

Year services.

. Develop business and community partnerships.

. Establish vocational sites throughout northwest suburbs.

. Lead the district Autism Resource Team, which develops instructional

services for students with autism spectrum disorders.

. Program administrator for the Federal Workforce Opportunities and

Innovation Act Grant.

. Evaluate all instructional, therapeutic, and support staff in CLS, ESY,

Workforce, APE and vocational programs.

. Hire all personnel in CLS, ESY, Workforce, and vocational programs.

. Develop the district's inclusion committee to articulate the district's

vision for inclusionary programming.

> Improved academic achievement for students with low incidence

disabilities.

> Enhanced educational and vocational opportunities for students with

disabilities.

> Streamlined the referral process for vocational services across the

district.

> Reduced the timeframe between an initial referral and the onset of

services.

> Expanded the vocational opportunities available for students with

disabilities.

Northbrook/Glenview School District 30, July 2007- June 2013

DIRECTOR OF STUDENT SERVICES

. Responsible for all District 30 special programming, including

the integration of social/emotional instruction from Kdg-8th

grade, special education, Muti-Tiered Systems of Support, Health

Services, ELL, and Extended School Year

. Implemented comprehensive social/emotional curricular program

consisting of Rush Neurobehavioral Executive Functioning and

Second Step Curriculum

. Initiated web-based student management system for RtI, 504, and

IEPs, which improved documentation of student educational

programs, data collection, and streamlined student

identification procedures.

. Developed the district's health services, emergency plan, and

homeless student services.

. Authored the district's appraisal system for specialist

personnel based upon the Danielson rubric and the District 30

RtI Manual.

. Collaborated with administrative personnel in the creation of

curriculum, staff development, building management, programmatic

budgets, IDEA and Title III grant submissions.

. Initiated Assistive Technology for iPad applications across the

Student Services Dept.

. Created the first Community Action Team based upon the work of

Dr. Joyce Epstein's National Network of Partnership Schools.

. Served as the district liaison with the special education

cooperative.

. Redefined the Department of Student Services to enhance its

level of service to all students.

> Improved efficiency of student identification by assessing educational

interventions, implementing data-driven, systematic approaches for

intervention implementation and instituting district wide procedures for

diagnostic services, which resulted in a 40% reduction in initial

evaluations of students suspected of having a disability.

> Reduced the number of initial evaluations by eliminating the need for

traditional psycho-educational assessments focusing on direct service,

remediating educational difficulties by addressing identified needs,

which led to enhanced academic achievement.

> Developed a new way of providing proactive instructional services to meet

the social emotional and executive functioning needs, which improved

student performance across all grade levels.

> Created an innovative instructional support system for the development of

organizational skills, resulting in a reduction in the number of students

referred for disciplinary action and therapeutic services.

Prairie Grove Consolidated School District #46

DIRECTOR OF STUDENT SUPPORT SERVICES, July 2001-June 2007

. Responsible for hiring and staff supervision for all district

special programming.

. Trained all staff in the implementation and management of

Individual Education Plans.

. Created the district's first summer school program for regular

education students.

. Established a joint intergovernmental agreement to form an Early

Childhood Program with a neighboring school district.

. Collaborated with administrative personnel in curriculum and

staff development, as well as building management.

. Authored the district improvement plan, which resulted in the

district achieving AYP for all students, including students with

disabilities.

. Responsible for the budget development of all district special

programming.

. Collaborated with business office on IDEA, Reading Improvement

Block Grant, NCLB, and ELL grant submissions.

. Interfaced with county agencies on behalf of the school

district.

> Created an educational initiative called, "Leading with Reading", which

resulted in improved academic achievement and elevated standardized

assessment performance in all subgroups.

> Enhanced departmental performance through aligned data collection, which

was integrated into all instructional practice.

> Achieved increased academic outcomes by focusing on the development of

literacy skills and enhancing instructional practices in the areas of

vocabulary development, reading fluency, and reading comprehension.

> Through the creation of the educational initiative, "Leading with

Reading", the district went from Academic Warning status to Meeting

Expectations in all subgroups.

Deerfield Public School District 109, August 1998-June 2001

CROSS-CATEGORICAL RESOURCE TEACHER

. Delivered specialized, innovative instruction to students

with disabilities.

. Authored targeted, instructional materials, effective IEPs

and meaningful remedial instructional programming.

. Served as committee chair of the School Improvement Plan

for the development of a school wide social/behavioral

program.

. Acted as a mentor to first-year teachers

> Exceeded expectations in instructional pedagogy through the

implementation of assistive technology.

> Produced consistent effectiveness in student performance through student

progress monitoring.

> Eliminated inefficient methods of data collection, which led to more

targeted instruction.

> Reduced downtime, which resulted in better use of instructional time.

Keshet, August 1996-August 1998

DECADES COORDINATOR

. Created "DECADES Program", Demonstration Project for the Education of

Children with Autism and Related DisordErS, which served as an

educational model across the country servicing students with autism.

. Supervised instructional and paraprofessional staff

. Provided staff development programs for professional staff for students

with autism spectrum disorders.

> Earned a reputation of distinction for the development of instructional

practices to work with students with social communication disorders.

> Remediated behavioral difficulties which prevented maladaptive behaviors

across environments

> Inspired educational systems for the achievements of students with Autism

Spectrum Disorders

Academic Posts

DEPAUL UNIVERSITY, June 2010-Present

ADJUNCT FACULTY

. Supervision of student teachers seeking the LBS-1 Endorsement on

their teaching certification

BLITSTEIN INSTITUTE, HEBREW THEOLOGICAL COLLEGE, January 1999-Present

ADJUNCT FACULTY

. Responsible for curriculum, instruction and evaluation of

students pursuing special education certificates.

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