Cheryl Gorden, Learning Specialist

*** ******* **.

Brookline, MA 02446

857-***-****

ad0sga@r.postjobfree.com

EDUCATION:

. UMass Lowell, B Music Education

. Boston University, 15 Graduate Credits, Counselor Education

. Fitchburg State University, MEd, Moderate Special Needs

. Mass General Hospital Reading Disabilities Unit, Orton-Gillingham Training Certificate EMPLOYMENT:

. Boston Public Schools, Grades 1-8, 35 years (Supportive Academic Remediation, Inclusion Social Studies and Language Arts, Resource Room Language Arts, Language-Based Classroom, Behavioral Lab)

. Torah Academy, Grades 1-9, 3 years (Learning Specialist: Reading, Writing, Comprehension, Spelling)

. In Person and Virtual 1-1 Tutor, 5 years, Grades 1-10, (Reading, Writing, Comprehension, Spelling, ADHD, Executive Function)

ADDITIONAL STUDY/TRAINING:

. Landmark School, Summer Institute for Professionals, (The Language-Based Class, Neurological Elements in Learning Disabilities, Building Writing Skills, Building Comprehension Skills, Understanding Dyslexia, Teaching Students with Dyslexia and Other Language=Based Challenges)

. CAST UDL (Universal Design of Instruction), Designing Instruction to meet the needs of diverse learners. It was my honor to serve as facilitator of the UDL team at the elementary school at which I was a Resource Room Teacher,

. ESL, All MA Categories of Concentration to meet the needs of students learning English as a second language.

. WRITE TRAITS, Systematic Writing Program

. SPECIAL RECOGNITION:

. I was invited by the Massachusetts Department of Education to train professionals state-wide in the understanding, administering, and scoring of the Alternative MCAS Assessment.

. My final written assignment in the ESL 5 Categories Training was deemed worthy of publication. PERSONAL STATEMENT:

I have been privileged to work with wonderful students in both public and private educational institutions, as well as in one-one tutoring sessions both in-person and on-line. I have found that with individualized lesson design and instruction, along with an established learning atmosphere of acceptance and support, students tend to increase receptivity to learning. With that increased receptivity come an increased skill set and opportunities for each student to experience levels of academic growth that meet the continuing expectations of the goals and objectives set for them. REFERENCES:

References are available upon request.