Special Education School

Delila M. Pinckney

*** ******* ******, ** * Washington, D.C. 20011 * 202-***-****

*******@********.***

CERTIFICATION:

Certified in Special Education

Passed PRAXIS I & II in Special Education

EDUCATION:

George Washington University, Washington, D.C.

Master of Arts in Education and Human Development in Special Education,

August 2007

Columbia University, Teachers College, New York, N.Y.

Master of Arts in Organizational Psychology, May 2005

Certified Mediator in Conflict Resolution and Community Mediation

Howard University, School of Communications, Washington, D.C.

Bachelor of Arts in Speech Communication, December 2003

PUBLICATIONS AND PRESENTATIONS:

Pinckney, D., & Nicotera, A.M. (2004, April). An investigation of

aggressive communication and communication competence. Paper presented at

Howard University Provost Research and Creativity Conference, Washington,

D.C.

Pinckney, D., & Nicotera, A.M. (2003). An investigation of aggressive

communication and communication competence. Journal of Research, 8, 56-59.

Pinckney, D., & Nicotera, A.M. (2003, November). Aggressive communication

and communication competence: Moving toward a multicultural understanding.

Paper presented at the National Communication Association, Miami, FL.

Pinckney, D., & Nicotera, A.M. (2003, September). An investigation of

aggressive communication and communication competence. Paper presented at

the University of Maryland Baltimore County McNair Scholars Research

Conference, Baltimore, MD.

Pinckney, D., & Nicotera, A.M. (2003, July). An investigation of aggressive

communication and communication competence. Paper presented at the

University of Tennessee at Knoxville McNair National Scholars Research

Conference, Knoxville, TN.

Pinckney, D., & Nicotera, A.M. (2003, June). An investigation of aggressive

communication and communication competence. Paper presented at Howard

University Ronald E. McNair Post Baccalaureate Achievement Program,

Washington, D.C.

PROFESSIONAL EXPERIENCE:

Transition Academy at Shadd, Washington, D.C.

District of Columbia Public Schools

Special Education Coordinator 08/2010-

Present

. Successfully schedule and facilitate IEP, Triennial, 30-Day Review,

MDT, and Manifestation meetings with fidelity.

. Proficiently utilizes the Special Education Data System

(SEDS/EasyIEP), processing all special education documentation,

including IEP files and assessments, always maintaining compliancy.

. Manage special education staff and related service providers within

the school.

. Conduct weekly collaboration meetings with all special education

teachers, related service providers, support staff, and

administrators, establishing effective organizational systems for

reciprocal communication regarding students with special needs.

. Interpret and provide the principal, assistant principal, and other

stakeholders within the District of Columbia Public School system

information regarding relevant federal, state, and local regulations

governing special education, including appropriate placements,

timelines, notifications, IEPs, triennials, parental roles, and

procedural safeguards.

. Consistently seek and share best practices as an active and effective

participant, contributing to the school's professional learning

community.

. Develop standardized processes, forms, and protocols for all special

education procedures.

. Manage the development, tracking, dissemination and proper

implementation of all IEP mandated accommodations for students with

special needs during state testing events.

. Acts as a liaison with all special education staff for the purpose of

ensuring proper implementation of the established IEP as regulated by

state and local laws governing special education.

. Successfully coach special education staff, generating a high level of

competence and urban educational reform.

. Successfully restructured the registering process to include

collaboration with the school nurse, succeeding and establishing 100%

compliance for all student health certificates and immunization

records for the school.

Oyster-Adams Bilingual School, Washington, D.C.

District of Columbia Public Schools

Extended School Year (E.S.Y.) Special Education Teacher

06/2010-07/2010

. Successfully taught students with Autism, implementing highly engaging

and well-planned multi-sensory lessons in accordance to each student's

Individualize Education Program (IEP).

. Competently utilized the Special Education Data System (SEDS/EasyIEP)

to process all special education documentation, including ESY Progress

Reports, IEP files and assessments with fidelity.

. Provided a well-managed and emotionally supportive classroom

environment.

. Effectively created and executed daily communication journals to every

parent, always ensuring consistent and reliable information, regarding

their child's IEP goal progress.

. Successfully integrated activities targeting social development skills

where students were deficient.

. Contributed to the academic and social culture of the school through

consistent demonstration of professionalism and enthusiasm of the

school community.

City Collegiate Public Charter School, Washington, D.C.

Special Education Coordinator

Acting Head of School 08/2009-

06/2010

. Effectively developed, evaluated, monitored, and maintained students'

IEP files to ensure full compliance with the laws and regulations

governing special education services.

. Successfully taught academically challenged students with

various severe disabilities, including

autism, Asperger's Syndrome, ADD/ADHD, emotional and behavioral

disturbance, mental retardation, other health impairments, speech

impairments, learning disabilities, and physical impairments.

. Effectively taught the Wilson Reading System to students who are

deficient in reading.

. Skillfully designed and implemented curriculum and multisensory lesson

plans.

. Competently utilized the Special Education Data System (SEDS/EasyIEP)

to process all special education documentation, including IEP files

and assessments with fidelity.

. Administered educational assessments, including evaluating and

analyzing students' academic

performances and learning characteristics, observations, educational

history, and conferences with students' teachers and parents.

. Reported educational assessment findings at meetings as appropriate.

. Acted as a liaison with each classroom teacher for the purpose of

ensuring proper implementation of the established IEP as regulated by

state and local laws governing special education.

. Facilitated in identifying all types of exceptional students within

the school system.

. Acted as a liaison with each classroom teacher for the purpose of

ensuring proper implementation of the established IEP as regulated by

state and local laws governing special education.

. Effectively provided thorough and timely reports, statistical data,

and any information as requested.

. Served as a resource and/or consultant to school personnel on the

nature, causes, recommendations, and solutions of academic and social

impairments for students with disabilities.

. Generated quarterly report cards evaluating students' progress to

support recommendations for further academic and social development.

. Attended weekly department chair meetings to review and evaluate

teaching strategies and methodologies, ensuring that each student

access state academic standards.

. Actively recruited and supervised all IEP reviews of enrolling

students in special education to determine the most appropriate

program within the school.

. Actively monitored assessment process for appropriate modifications

and/or accommodations for students receiving special education

services.

. Reviewed course requests/schedules for special education program

implementation.

. Facilitated Manifestation Determination IEP meetings for students in

special education.

. Served as a case manager for all students receiving special education

services.

. Contributed to the academic and social culture of the school through

the consistent demonstration of professionalism and enthusiasm of the

school community.

. Consistently upheld a commitment to educational leadership and

educational excellence by establishing and promoting an atmosphere of

mutual respect and trust.

. Successfully supervised all school personnel assigned by the Head of

School when required.

. Actively served as a member of the administrative team to develop and

implement the total school program.

. Assisted in defining and disseminating information about school

disciplinary policies and procedures to parents, students, staff, and

community.

Blow Pierce Junior Academy Friendship Public Charter School, Washington,

D.C.

Special Education Reading Specialist Teacher 10/2007-

08/2009

. Successfully wrote, managed, and executed IEPs to a caseload of

students.

. Successfully monitored and maintained students' IEP files to ensure

compliancy with the laws and regulations governing special education

services.

. Generated progress and quarterly report cards evaluating students'

progress to support recommendations for further student academic and

social development.

. Successfully taught academically challenged students with various

severe disabilities, including autism, Asperger's Syndrome, ADD/ADHD,

emotional and behavioral disturbance, mental retardation, other health

impairments, speech impairments, various learning disabilities, and

physical impairments.

. Effectively taught the Wilson Reading System and Language! to students

who are deficient in reading.

. Skillfully designed and implemented curriculum and multisensory lesson

plans.

. Successfully taught comprehension, vocabulary, phonics, phonemic

awareness, and writing skills to students.

. Incorporated various learning strategies to learning disabled

students, which encompassed self-questioning, rehearsal and review,

cognitive behavior modification, organization, memory strategies, and

modeling.

. Executed specialized assessments designed to identify difficulties in

literacy performance, including learning/language disabilities and

dyslexia.

. Conducted diagnostic assessments for students with an IEP who may need

further evaluations to determine if there was a need for significant

change in an area such as eligibility.

. Administered, scored, analyzed, and converted the statistical data

into educational recommendations to students with disabilities.

. Improved self-esteem and encouraged positive self-concept by meeting

with each student throughout the semester as well as setting goals for

learning.

. Attended weekly faculty meetings to review and evaluate teaching

methodologies.

. Utilized technology in the classroom daily as part of the learning

experience for students.

. Successfully transitioned several students out of special education

reading services into general education reading/language arts classes.

. Accelerated students test scores by 200 points on the S.R.I.

(Scholastic Reading Inventory).

. Skilled at incorporating behavior modification techniques as a

motivator for improving conduct and encouraging participation from

students.

. Skilled at keeping students on-task and tailoring lessons to meet

specific needs.

. Actively integrate multiple teaching styles to intensify the range of

learning for students.

. Initiated conferences regarding expectations of student achievement,

student testing results, and focus of the academic program with every

parent, every semester.

. Tutored students after school that required special assistance in

various subject areas.

. Successfully developed summer school academic standards for special

and general education classes in various subject areas.

America Reads Program - Public School 180, New York, N.Y.

Kindergarten Teacher 01/2005-

06/2005

. Effectively developed weekly lesson plans for class instruction.

. Developed centers for math, science, social studies, health, and

writing to complement the child-based hands-on curriculum.

. Implemented a positive discipline plan that promoted student

responsibility, problem solving skills and student accountability.

. Provided a plethora of materials and resources for students to

explore, manipulate, and use, both in learning activities and in

imaginative play.

. Employed phonics instruction with large and small groups.

. Organized and led both large and small group discussions.

. Planned and executed activities for a balanced program of instruction,

demonstration, and work time that provides students with opportunities

to observe, question, and investigate.

. Improved self-esteem, self-efficacy, and self-concept of students

through educational activities designed to bring specific abilities up

to appropriate grade level.

. Tutored on individual basis, students needing special assistance in

reading and math.

Capital Hilton Hotel, Washington, D.C.

Assistant Spa Director 03/2002-

08/2002

. Effectively managed 25 employees, grossing net over $42,000 per month

and maximizing spa's revenue by 65%.

. Provided excellent research on "Hotel/Spa Marketing in Washington,

D.C." a project, which involved a budget of approximately $100,000.

. Amassed in-depth information systems training in Microsoft Excel

platform to implement an improved method of summarizing extensive,

division-wide employee schedules with greater efficiency to produce

concise weekly and monthly reports.

. Created, managed, and executed spa database for payroll, accounting,

appointments, spa training, marketing, and inventory.

Howard University Small Business Development Center, Washington, D.C.

Student Intern - Small Business Development Center 10/2000-

06/2001

. Developed and implemented new positioning/management project with

HUSBDC, contributing to growth in client base.

. Effectively and successfully researched, organized, and problem solve

3-5 business plans daily, increasing small business ventures in the

greater Washington, D.C. area.

. Assisted in creating new database system capable of deriving quick and

accurate statistical client information, alleviating tedious

calculations on behalf of field agents, thereby maximizing time

utility within the organization.

. Selected among management staff to effectively utilize in-depth

research questionnaires influential in determining marketing

strategies in attracting new business clients in the greater

Washington, D.C. area.

SKILLS: Language Skills: Basic knowledge and understanding of Spanish and

French

Computer Skills: Word Perfect, Microsoft Excel, Microsoft

Word, Microsoft PowerPoint,

Windows XP, and Internet

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