Graduation Coach

Shelby Griffith

**** ********* *** ***** ******** Hills, TX 76180 682-***-**** ad03zb@r.postjobfree.com

Education

San Angelo State University

B.S. Psychology

December 2003

Experience

Graduation Coach at Birdville High School, Birdville ISD, North Richland Hills, TX

August 2016-January 2023

•Fluctuating caseload made up of at-risk students that are at-risk of not graduating high school, have dropped out of school, might drop out of school, or just need some additional support due to their situation.

•Develop positive relationships with students to gain trust and be able to work with them most effectively for their overall success so they may reach their goals and build confidence.

•Develop and implement individual intervention strategies to increase the likelihood of students staying in school and graduating.

•Eliminate barriers students might have and refer to outside agencies, proper personnel, develop new goal plans, or add on to existing plans already in place.

•Meet with other professionals to discuss individual students’ needs and progress.

•Provide guidance to students on academic concerns, grade retention, credit deficiency, barriers that are causing concerns either academically or emotionally and other guidance as determined based on the individual student’s needs.

•Establish and encourage parent involvement, as much as possible, to keep the lines of communication open and work as a team to better serve the student and keep the parents informed on their child’s progress.

•Partner and establish community resources with various churches and community agencies by building positive relationships to help support students with various basic needs and social needs to ensure students are equipped with tools and support to stay in school and have the resources they need to help eliminate barriers students are facing.

•Monitor grade, attendance, and behavior reports to ensure students' progress and continues to check in with students regularly.

•Conducted home visits to locate and recover students that were not attending school regularly or had stopped attending all together.

•Identifies students who have dropped out of school and work in conjunction with the truancy officer to help recover and encourage the student to re-engage in school and help them to find the best option for high school completion.

•Provide positive behavior reinforcements and other positive reinforcements for students that are showing signs of progress, etc.

•Currently serving as the teacher sponsor for the Academy 4 mentor program on campus so I was able to nominate some of my at-risk students to become mentors as an incentive to continue striving to meet their goals, continue reaching for success and have something positive took forward to be involved in on campus.

Site Coordinator at Hedrick MS with Communities in Schools/Lewisville ISD, Lewisville, TX

October 2011-May 2016

•Provided case management services to over 100 at-risk students by focusing on CIS’s 6 core component model to success. The 6-core component model was services meeting supportive guidance and counseling, health and human services, parent and family engagement, college and career readiness, enrichment, and academic support.

•Conducted lunch groups that focused on different topics such as self-esteem, motivation, gang-intervention, peer pressure, college and career awareness and other topics. I brought in career speakers, adult mentors, high school mentors and other community leaders and personnel to help encourage and educate my students so they would have an understanding about college, careers, resources, gangs, or whatever might be of value and need to my students.

•Conducted home visits to locate and recover students that were not attending school regularly or had stopped coming all together.

•Worked with the Chin refugee community and helped be a bridge between the school, church and community and help families understand the American educational system. Many students were severely at-risk, and many were facing lots of hardships in various areas, and it was important to partner with the Chin churches and Refugee agencies to help our families understand how to best support their child’s education.

•I collaborated with churches and community agencies and made many positive relationships to help meet the needs of my students and families so they may have resources they need to stay in school, stay healthy and stay equipped to be successful.

•Collaborated with school personnel, community stakeholders, and key personnel to discuss student’s achievement, goal setting and recommendations.

•Coordinated and ran a mentoring program in conjunction with the high school, with adult mentors and with an outside agency to provide my students with a positive adult to mentor and meet with them weekly one-on-one.

•Coordinate college and career field trips to give students hands on experience seeing colleges and universities. This was valuable to students that sometimes have never left their surrounding neighborhoods. We toured campuses, watched a football and basketball game and were able to see the college dorms. I was able to take students to the AT&T headquarters in Dallas and they were able to see how their officers looked and how each department ran and what a large corporation like AT&T was all about. It was great for them to be able to job shadow and see how different career fields work in person.

Site Coordinator at Moorhead JH/Peet JH/Conroe HS with Communities in Schools East Texas/Conroe ISD, Conroe, TX

August 2006- May 2011

•Provided case management services to over 100 at-risk students by focusing on CIS’s 6 core component model to success. The 6-core component model was services meeting supportive guidance and counseling, health and human services, parent and family engagement, college and career readiness, enrichment, and academic support.

•Conducted lunch groups that focused on different topics such as self-esteem, motivation, gang-intervention, peer pressure, college and career awareness and other topics. I brought in career speakers, adult mentors, and other community leaders and personnel to help encourage and educate my students so they would have an understanding about college, careers, resources, gangs, or whatever might be of value and need to my students.

•Conducted home visits to locate and recover students that were not attending school regularly or had stopped coming all together.

•Collaborated with school personnel, community stakeholders, and key personnel to discuss student’s achievement, goal setting and recommendations.

•Coordinated college and career field trips to give students hands on experience seeing colleges and universities. We toured Texas A&M University and University of Houston to name a few and even watched a football game at the university. For an incentive field trip, we were able to go to the Houston Rockets and Houston Astros for those students who met their goals.

•Coordinated with district SRO’s, county gang intervention officers and DARE officers to develop an intervention program for our most high-risk students and their families. In conjunction with those officers and undercover officers we partnered and held intervention courses at night to try and meet the need of our most vulnerable population of students.

•I partnered with community agencies and local churches and established positive relationships to help meet the needs of my students and families so they may have the needed resources to stay in school, stay healthy and stay equipped to be successful.

•Collaborated with school personnel, community stakeholders, and key personnel to discuss student’s achievement, goal setting and recommendations.

Director/ Casemager at Heart of Texas Region MHMR at Limestone Co. Office, Groesbeck, TX

January 2004-January 2006

•Provided mental health services for both adolescents and adults for all county residents residing in Limestone Co. who were MHMR clients including case management, medication management and psychosocial rehab services who were experiencing major depression, bipolar, schizophrenia and other severe mental health diagnosis.

•Provided crisis intervention services across the county to individuals who were experiencing crisis's and needed intervention services. Followed up with mental health warrants, hospitalization, evaluations, assessments, intake and other services as needed.

•Partnered with local law enforcement, local county and community officials, local hospitals, schools, county jail, prison, fire department and the county judge efficient ways to work together to best serve the citizens of our county and provide the best overall care to our citizens mental health.

•Organized meetings and maintained consistent communication so that all stakeholders who were involved in transportation of mental health clients via crisis were working efficiently and affective together.

•Maintained consistency with record keeping and ensured up to date files on all clients, crisis and after care appointments.

•Keep good working relationships with all local and state hospitals; both mental and medical. This was key to ensure the best continuity of care for patients returning from hospitals and arriving to hospitals.

Skills

•Strong relationship development skills with parents and students to establish trust and confidence to be able to effectively work with your students and parents. Establishing a relationship is key in this position.

•Effective communication skills with students, parents, school personnel, community personnel, support staff, and any other stakeholders that are present and valuable to help a student be successful. Communication is a valuable tool to a student’s success and keeping key personnel looped in on how to support, understand and work together as a team is particularly important.

•Able to adapt quicky and effectively when circumstances arise to meet the needs of students and the demands of the population for which this position serves. Being flexible is necessary in this position as you have students with various needs at various times.

•Exceptional organizational, time management and multitasking skills.

•Outstanding motivation skills are used constantly for a diverse group of students to meet their goals, problem solve and encourage them to stay in school on a regular basis, if not daily basis, at times.

•Excellent problem-solving skills

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