*** ***** **** ******

Anamosa, IA *****

712-***-****

acyhkx@r.postjobfree.com

Rozanne Warder

To secure an educational leadership position in a large urban school system, which will provide

OBJECTIVE

the opportunity to utilize my talents in student centered systems thinking, in a diverse and

vibrant community of learners.

PROFESSIONA PASSION FOR TEACHING

L

IDENTIFY, RESEARCH, COLLABORATE TO IMPLEMENT SUCCESSFUL

ACHIEVE

CURRICULUM/MATERIALS INTENDED TO IMPROVE OUTCOMES FOR

MENTS STUDENTS ON THE AUTISM SPECTRUM. IMPROVEMENTS INCLUDING,

BUT NOT LIMITED TO IMPROVED STUDENT ACADEMIC AND SOCIAL

INTERACTIONS, REDUCTION IN SECLUSIONS AND RESTRAINTS, AND

IMPROVEMENT IN SKILL TRANSITION

Create partnerships with the Mercy Hospital Autism Center, the University of Iowa

Autism Center, Hills and Dales Residential, Unified Therapy, University of Iowa Home

Health

Formulate a group of interested teachers, AEA staff, community members to review

current materials and establish gaps

Adopt specialized curriculum

Train teachers, coaches, AEA staff, paras, community partners on the specialized

curriculum. Continue with ongoing training in the classroom complimented by routine

retraining for new and experienced persons. Additional training inclusive of Structured

Teaching, PECS, Assistive Technology and software

Design and establish model classrooms for in house training

DIRECTED THE DESIGN AND IMPLEMENTATION OF PARA PROFESSIONAL

TRAINING. THE GOAL TO ESTABLISH TRAINING PROTOCOLS FOR PARA

PROFESSIONALS RESULTING IN INCREASED RETENTION OF STAFF AND

IMPROVED STUDENT BEHAVIORAL AND ACADEMIC OUTCOMES

Review research on para training, coaching and employee retention

Convene a study group including teachers, paras, leadership, and field experts in the

school and community to establish key areas of training for specific groups

Establish a curriculum cycle for training: new para professionals, specific program

groups: Life Skills, Severe and Profound, M.O.V.E, multi-categorical, structured

behavior, mental health therapeutic, autism, general education paras, vision paras, bus

monitors and safety personnel

Establish a protocol for implementation fidelity and data collection

COURAGEOUS LEADERSHIP

DIRECTED THE CREATION OF EFFECTIVE PROGRAMS FOR STUDENTS WITH

SIGNIFICANT BEHAVIORAL DISORDERS. IDENTIFY, RESEARCH,

COLLABORATE TO IMPLEMENT SUCCESSFUL STRUCTURED BEHAVIOR

CLASSROOMS FOR STUDENTS WITH SIGNIFICANT BEHAVIORAL

DISORDERS. IMPROVEMENTS INCLUDING, BUT NOT LIMITED TO

IMPROVED ACADEMIC PERFORMANCE, REDUCTION IN SECLUSIONS,

RESTRAINTS AND OUT OF SCHOOL SUSPENSIONS, REDUCTION IN DAY

TREATMENT PLACEMENTS, IMPROVED TIER ONE BEHAVIOR

INTERVENTION

Conduct observations in classrooms

Collect data on seclusion, restraints, out of school suspensions, day school placements,

intervention in school placements

Review research and findings with parties of interest including parents, teachers,

administrators, Hillcrest Services, contracted behavior specialists, law enforcement

Create programming incorporating the research of Clayton Cook, Diana Browning

Wright, Love and Logic, CASEL (Social Emotional Learning, Carol Dweck (Mindset),

PBIS

Conduct program pilot, resulting in adaptations to the program necessary for district

implementation.

Adoption of approved school wide programming and interventions

DIRECTED THE CREATION OF EFFECTIVE PROGRAMS FOR STUDENTS WITH

SIGNIFICANT MENTAL HEALTH DISORDERS. IDENTIFY, RESEARCH,

COLLABORATE TO IMPLEMENT SUCCESSFUL THERAPEUTIC

CLASSROOMS FOR STUDENTS WITH SIGNIFICANT MENTAL HEALTH

DISORDERS. IMPROVEMENTS INCLUDING, BUT NOT LIMITED TO

IMPROVED ACADEMIC PERFORMANCE, REDUCTION IN SECLUSIONS,

RESTRAINTS AND OUT OF SCHOOL SUSPENSIONS, REDUCTION IN DAY

TREATMENT PLACEMENTS

Conduct observations at various therapeutic classrooms in Iowa

Creation of a social emotional intervention team comprised of a Licensed Master in

Social Work, School Psychologist, Applied Behavior Analyst, 2 Behavior Specialists.

Team trained with the Iowa Department of Education and the University of Iowa.

This team of persons in collaboration with community mental health partners, designed

therapeutic classrooms at the middle school and elementary school level

Extensive Experience in Special Education and Student Support

Collaborate with the Department of Education and Iowa Vocational Rehabilitation to

implement the METS grant. (Model Employment Transition Site) intended to, through

collaborative work, to improve secondary transitions from school to adult for students with

disabilities

Creation of a coalition of school, community and governmental stakeholders

Review current employment data and student outcomes

Through consensus planning and action planning develop and implement strategies and

outcome targets

Create Summit program designed for students with credit necessary for graduation, but

unmet IEP goals

APRICOT data base for use by government and community and schools for the purpose

of job development and employment matches

TAP (Transition Alliance Program) instituted with Vocational Rehabilitation for persons

18-25 years of age

Institute district-wide MTSS resulting in elimination of disproportionality.

Standard operating procedures for MTSS institution district-wide

Reduction in % of students evaluated and deemed not eligible for services

80% parent participation in intervention planning

Sustained practice to present

Led a state committee intended to address transition success for students returning for

residential placement.

Significant reduction in recidivism

Sustained as the state model in Nebraska.

Chaired a like committee for the Iowa Department of Education, Iowa Department of

Juvenile Justice, and the Iowa Department of Health and Human Services

SKILLS Systems thinker-unique ability to see the big picture, the ultimate goal(s), assess status quo,

determine action steps, timetable, integral players, assessment of outcomes

Flexibly organized-daily routines, planful execution of actions, able to put actions on hold for

Page 3 Rozanne Warder

the greater good, adept at changing focus, respond appropriately to a crisis

Collaborative planner-Open to the expertise of the community through the use of research-

based professional dialogue between two or more persons focused on continuous improvement

of student performance, professional practice, and or the achievement of school improvement

goals

Decision maker: Problem solver, avoid admiring a problem and work toward solutions. Once a

decision is made, plan for dissemination of information

ToP facilitator: Internationally trained in ToP (Technology of Participation) as a facilitator for

consensus planning, strategic planning, action planning, ORID using Objective, Reflective,

Interpretive, Decisional questioning techniques

WORK DUBUQUE COMMUNITY SCHOOL DISTRICT DOSTRICT DESCRIPTION, 2012-

EXPERIENCE PRESENT

DUBUQUE, IA

Director of Special Education

2012-June 2016

IOWA CITY COMMUNITY SCHOOL DISTRICT

IOWA CITY, IA

Director of Special Education

2011-2012

SOUTH SIOUX CITY COMMUNITY SCHOOL DISTRICT

SOUTH SIOUX CITY, NE

Director of Student Services-special education, child find, 504, federal grants, student discipline,

talented and gifted, school counseling

08/1996-06/2011

WESTSIDE ALTERNATIVE HIGH SCHOOL, WESTSIDE COMMUNITY SCHOOL

DISTRICT

OMAHA, NE

School Director/Principal

08/1985-06/1991

DES MOINES ALTERNATIVE MIDDLE SCHOOL, DES MOINES PUBLIC SCHOOLS

DES MOINES, IA

6-9 grade Behavior Disorders, Teacher

08/1983-06/1985

GRANT ELEMENTARY SCHOOL, OSKALOOSA COMMUNITY SCHOOL DISTRICT,

OSKALOOSA, IA

K-6 grade Behavior Disorders, Teacher

08/1980-06/1983

HF STEVENS MIDDLE SCHOOL, CROWLEY PUBLIC SCHOOL DISTRICT,

CROWLEY, TX

6-8 GRADE Resource, Teacher

08/1978-08/1979

CENTRAL JUNIOR HIGH SCHOOL, AMES COMMUNITY SCHOOL DISTRICT,

AMES, IA

6-9 Behavior Disorders, Teacher

08/1977-06/1979

OTHER PROFESSIONAL EXPERIENCE

08/1991- 06/1994 Morningside College, Sioux City, IA

Assistant professor of special education fulltime. Taught graduate and undergraduate courses in

general education and special education. Supervised student teaching placements and graduate

practicums.

06/1994-06/1996 Boys and Girls Home and Family Services, Sioux City, IA

Boys and Girls Home is a residential and day treatment program. The residential program serves

students adjudicated through the Juvenile Court System or the department of Health and Human

Services. The day treatment program serves students referred through public school problem

solving teams. Home office in Sioux City, IA satellite offices in Iowa and Nebraska.

Supervised the continuum of special education programs and ensured IEP compliance to

students in residential treatment, in 10 sites in Iowa and Nebraska. Assisted with the design and

implementation of contracted alternative schools for public schools in Iowa and Nebraska.

TRUMAN STATE UNIVERSITY

EDUCATION

Page 5 Rozanne Warder

Kirksville, MO

MA School Administration

UNIVERSITY OF NORTHERN IOWA

Cedar Falls, IA (Northwest MO State and University of Nebraska Omaha, prior)

Contact this candidate