ACCESS Coaching and Consulting

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United States - New York - Liverpool
ACCESS Coaching and Consulting
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Before, during and after reading (BDA) is a technique that teaches you to engage active reading strategies to promote better comprehension. This strategy is effective when used with fiction and nonfiction text.
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Multiple Minds is a cooperative learning technique in which you work together with other students to answer questions from assigned activities. This technique requires students to (1) think independently, (2) think cooperatively, (3) explain
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The phrase learning preference is used to describe a student’s strategies for receiving, processing and retrieving information based on strengths, weakness and preferences. Below please find a description of the four most common learning
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Educating Students of Color successfully is a complex process involving big-picture considerations and specific instructional strategies; at the very least, these students need to know adults in their lives are aware of the cultural and social
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The ACCESS Pose Predict Prove Disprove (P3D) strategy is a reading technique that encourages you to ask questions, make predictions, and then read to confirm or refute your predictions. The P3D process encourages you to be a more engaged and
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“Stop and Go” Reading uses a bookmark to help you independently check for comprehension while reading. This strategy is most effective when used with fiction text.
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The Charting Method is useful when a lecture is clearly organized into categories, such as by dates or events. • Determine the format • Create categories • Label the columns • Record key concepts
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The ACCESS Student Empowerment Questionnaire is a vital instrument that assesses interest. Students are rarely given an opportunity to truly assess and understand their desires. The ACCESS Student Empowerment Questionnaire serves as a starting
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The ACCESS Differentiated Instruction Lesson Plan Template helps instructors meet the needs of all learners by planning and teaching at various levels. The lesson plan template includes sections for objectives, thinking process, areas of
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ACCESS Each One Teach One is a group reading strategy that highlights collaborative learning by providing you with an opportunity to teach your classmates. The groups are composed of students at various levels. Each group member is responsible for
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The ACCESS Anticipation Guide is a strategy that is used before, during, and after reading to encourage active learning. Before reading a selection, write the heading of the section in the space provided. While reading, write key concepts related
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The ACCESS Idea Sort is a strategy used to introduce you to the vocabulary and / or concepts of a new topic or book. Instructors provide you with a list of terms or concepts from reading material. Ideas are placed in categories based on meanings.
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The ACCESS Likely / Unlikely Sentence strategy is a pre-reading vocabulary and concept strategy that activates your prior knowledge. Before reading, you are provided a short list of vocabulary words and / or concepts from the reading, which you
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ACCESS Once Upon a Time is a strategy in which you make predictions by reading only the first line of text. After completely reading the text, you revisit your original predictions.
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ACCESS Reading Guides help you navigate text, especially difficult material. You create a list of questions or prompts based on the headings in the text. While reading you respond to the questions and prompts. Reading Guides help you focus on
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The ACCESS Review and Reaction Journal strategy encourages you to respond to text as you read. Write phrases or sentences from the reading and then write your reaction to that passage. This strategy is effective when used with fiction and
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ACCESS “Reflect and Recite” reading helps you learn to reflect as you read text. You are to generate questions while reading and are encouraged to pause, reflect and recite aloud the responses. This strategy is effective when used with fiction and
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The ACCESS PS technique is a collaborative strategy that allows each student to (1) make predictions about the assigned reading, (2) take turns reading for 3-5 minutes, (3) verify their predictions, and (4) summarize the main points. The students
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ACCESS 5E’s is a comprehension (Explore, Examine, Evaluate, Express, and Educate) strategy that helps you think about the material you are reading while you are reading. This strategy is most effective when used with nonfiction text.
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The ACCESS Data Synthesis Table is a strategy that encourages you to gather and synthesize thoughtful information for writing. This strategy is used when you need to collect data from a variety of sources related to multiple topics. This strategy is
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Ask ACCESS Coaching and Consulting a question. They will receive an automated email and will return to answer you as soon as possible. Please Login to ask your question.
TEACHING EXPERIENCE

Teaching Experience • Over eleven years of special and regular education coordinating, supervising, mentoring, and teaching experience at the Pre K, K-12, undergraduate, and graduate levels in the public, private, reformatory, and non-profit setting, • Experienced in writing, interpreting, and implementing grants, • Ability to plan, facilitate, present, and follow-up for professional development, • Ability to communicate effectively, listen, motivate, and direct to build stronger/positive relationships, • An abundance of team management and team building experience, • Extensive professional development experience in the areas of regular education, special education, curriculum and instruction, and leadership, • Excellent grasp of special education laws and regulations, • Experienced in research and analysis, • Commitment to the field of education and student advocacy, • Extensive training in multi media content delivery, and • Experience in working with people from diverse backgrounds and situations.

MY TEACHING STYLE

The purpose of education is to inspire students to discover their talents and through these talents help students contribute to humankind. As an educator my role is to help students find their unique gift(s) through self-discovery, to empower them to be innovative, progressive, and revolutionary in their thought, and to motivate them to be global activists. Students learn best when they are able to listen, see, and experience education through exposure, modeling, and application. I dedicate myself to improving the lives of those I serve by maintaining the highest level of professional integrity and honesty. I commit to establishing a climate of success that encompasses the various experiences of all learners by working to develop highly qualified individuals. I respond to my changing environment of demographic and economic diversity by establishing and preserving partnerships with the community to support growth and progress. This is achieved and maintained by fostering relationships that encourage spiritual, individual, and professional growth. I reach all learners by remaining committed to the diverse populations I serve; from pre-k to graduate, regular education to special education, and all families represented in my community. My community extends from the family in my home to my global family and includes my neighborhood, school, church, city, state, country, continent, hemisphere, and world. Because my commitment is to impact the community, I assist all learners evolve into leaders. It is my obligation to inspire students and no adjustment or sacrifice is too great. My goal is to empower all learners. I accomplish this by helping them identify the skills and abilities that are within and enabling them to effectively apply those skills to other academic settings and situations, thereby increasing independence, self-sufficiency.

HONORS/AWARDS/SHINING TEACHER MOMENT

University of La Verne, Ed. D. - HIgh Honors California State University, San Bernardino, M.A. - HIgh Honors California State University, San Bernardino, B.A. - HIgh Honors San Bernardino Valley College, A.A. - HIgh Honors

MY OWN EDUCATIONAL HISTORY

2010 – University of La Verne, Ed. D. Organizational Leadership 2007 - Teaching Certification, NY, Education Specialist (1 - 6th grade) 2007 - Teaching Certification, NY Education Specialist (5 -9th grade) 2005 - CPR - American Red Cross, Adult, Infant, and Child CPR 2004 - M.A. - California State University, San Bernardino, Education (Special Education Option) 2004 - CPI - San Bernardino City Unified School District Crisis Prevention Institute, Inc. Certified in Nonviolent Crisis Intervention 2003 - California State University, San Bernardino, Teaching Credential, Education Specialist 2001 - B.A. - California State University, San Bernardino, Sociology 2001 - A.A. - San Bernardino Valley College, Liberal Studies

ADDITIONAL BIOGRAPHICAL INFORMATION

Service and Partnerships College and University Service • Published Writer- Empowered for Success: the Student's Guide to Academic Excellence • California State University, San Bernardino, Department of Special Education (Alumni Association) • University of La Verne, Organizational Leadership Department (Alumni Association) Community Partnerships • Southern California Chapter of Women Encouraging Women (Member) • Jack and Jill of America, Syracuse, New York Chapter Professional Service • NYSUT, New York State, United Teachers (Member) • California Teacher Association “CTA” (Member) • Los Angeles Chapter College Bound Saturday School Program (Educator) • American Sociological Association (Member) • California Faculty Association “CFA” (Member) • Modeling On-Site Discipline for Effective Learning “MODEL Team” San Bernardino City Unified School District. Arrowview Middle School (Program Coordinator) • California State University , San Bernardino, (Alumni) • San Bernardino Valley College (Alumni) • Freshmen Girl’s Basketball Team 2004, San Bernardino City Unified School District, Cajon High School (Coach) • Junior Varsity Girl’s Basketball Team 2005, San Bernardino City Unified School District, Cajon High School (Coach) • Middle School Girl’s Basketball Team 2006, San Bernardino City Unified School District, Cesar E. Chavez Middle School (Coach) • Homework Support Program, San Bernardino City Unified School District, Arrowview Middle School (Program Coordinator). • Renaissance Program “Academic Improvement Project 2003-2004”, San Bernardino City Unified School District, Arrowview Middle School (Program Coordinator) • Rialto Unified School District’s “Cheerleading Competition, 2004”, Rialto High School (Judge)

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