CURRICULUM VITAE TRACY GRIFFIN SPIES

University of Nevada Las Vegas Department of Educational and Clinical Studies

Email: tracy.spies@unlv.edu Office: (702) 895-1849

GRADUATE EDUCATION: 2011 Ph.D., Hispanic Bilingual Education Texas A&M University 2004 M.S., Educational Leadership

Sam Houston State University UNDERGRADUATE EDUCATION: 1997 B.S., Interdisciplinary Studies (Spanish and Reading) University of Houston PROFESSIONAL EXPERIENCE July 2018-Present Associate Professor and Graduate Coordinator,

Department of Early Childhood, Multilingual, and Special Education, University of Nevada Las Vegas

2012 – 2018 Assistant Professor and Program Coordinator, Department

of Educational and Clinical Studies, University of Nevada Las Vegas

2011 – 2012 Lecturer, Department of Language, Literacy and Special Populations, Sam Houston State University 2011 – 2012 Guest Lecturer, Department of Educational Psychology, Texas A&M University 2011 – 2012 Trainer, National Institute for Excellence in Teaching Santa Monica, CA 2006 – 2012 Principal, Bryan Independent School District, Bryan,

Texas

2004 –2006 Assistant Principal, Bryan Independent School District, Dual Language Symposium Coordinator

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Bryan, Texas 1997 – 2004 Bilingual Teacher Aldine ISD, Navasota ISD, Bryan ISD - Texas HONORS AND AWARDS 2017 AERA Division K Early Career Award (nominated) 2014 Service Award (nominated), University of Nevada Las Vegas

● based on service efforts within a two-year time period ● nominees demonstrate significant contributions at the national,

local, and university level 2013 Early Career Award (nominated), University of Nevada Las Vegas

● awarded within the first three years in the academy ● based on the quality and quantity of nominee’s contribution to

scholarship, teaching, and service 2011 System for Advancement of Teachers and Students TAP Founders’ Award

● one school chosen nationally ● recognizes distinction in advancing educator effectiveness and

student achievement 2010 National Milken Educator Award, 2010

● one of fifty-five in the nation; anonymously nominated at the national level

● recognizes early-to-mid career educational professionals for their achievement and future promise

2010 Texas Farm Bureau Insurance Texan of the Week, 2010 ● state-wide acknowledgement; anonymously nominated ● recognizes effort towards community improvement

AREAS OF RESEARCH AND PROFESSIONAL INTEREST Development of academic language proficiency for ELs with and without disabilities in the content areas (i.e. literacy, science) Relationship between EL teachers’ beliefs, practices, and pedagogical knowledge Translation of research to practice FUNDED GRANTS A. Research Grants 2017-2020 Huerta, M., Spies, T.G., Garza, T., & Liu, K. (2016).

Science Inquiry and Academic Language Instruction for Young Diverse Learners. Faculty Top Tier Doctoral Graduate Research Assistant Grant Program Proposal, University of Nevada Las Vegas: Graduate College $45,000.

Science Inquiry and Academic Language Instruction for Young Diverse Learners is a mixed methods quasi-experimental research study. This

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project is a scale up of our pilot study, Project STWEL (Spies, Huerta, Garza), implemented in the spring of 2016. Role: Co-Principal Investigator – Development of academic oral language measures and protocols, integration of academic oral language into the intervention, data analysis and manuscript development.

2016-2021 Morgan. J.J. & Spies, T.G. (2016). A Multi-site Randomized Control Trial to Assess the Efficacy of the NumberShire Level 1 Gaming Intervention for Improving Math Outcomes for Students with or At-Risk for Math Learning Disabilities. Institute of Education Sciences. Subcontract $ 264.291.00.

This project rigorously tests the efficacy of the NumberShire Level 1 (NS1) gaming intervention for students with or at risk for mathematics learning disabilities (MLD) using a series of randomized controlled trials (RCTs) across diverse samples and settings to (a) obtain unbiased estimates of impact for NS1 in first grade and assess follow-up efficacy of NS1 in second grade, (b) test a strategic set of student-level moderation variables hypothesized to interact with treatment to predict math outcomes, and (c) examine relationships between underlying processes and treatment group outcomes in our theory of change. Data for this study will be collected in 39 first grade classrooms in 13 schools, in Portland, OR; Las Vegas, NV; and the Boston, MA surrounding area. Schools will be located in urban, suburban, and rural areas, and include high concentrations of English Learners (ELs) and students from ethnically diverse and economically disadvantaged backgrounds. Role: Co-investigator – Oversee and manage data collection, scoring, and input across eight Clark County elementary campuses

2013-2015 Spies, T.G. (2013). Project LEAP: Learning English for Academic Purposes. University of Nevada Las Vegas. $25,000.

Project LEAP was a qualitative research study measuring K-12 teachers’ provision of academic language instruction to ELs in the content areas.

Role: Principal Investigator – Oversee and manage all grant activities including recruitment, intervention development, protocol development, data collection, analysis, budgeting and reporting.

B. Teaching Grants 2016-2021 Spies, T.G., Pollard-Durodola, S., & Huerta M. (2016). Project

E3: Enhancing, Engaging, and Empowering Teachers for the Next Generation of English Learners. U.S. Department of Education, Office of English Acquisition, National Professional Development Program. $ 1,810,305.00.

Project E3 is a quasi-experimental research study measuring the effectiveness of a comprehensive professional development intervention

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on shifting early childhood EL teachers’ beliefs, instructional practices, and pedagogical knowledge. Role: Principal Investigator – Oversee and manage all statewide grant activities across multiple sites including recruitment, intervention development, protocol development, data collection, analysis, budgeting and reporting.

2015-2016 Spies, T.G. , Morgan, J.J., & Scott, C. (2015). Project BELL: Blended

English Language Learning. U.S. Department of Education, Nevada System of Higher Education $134,343.

Project BELL is a professional development grant and mixed methods research study measuring the effectiveness of long-term professional development on shifting EL teachers beliefs, self-reported practices, and pedagogical knowledge in provision of academic writing instruction via blended learning. Role: Principal Investigator – Oversee and manage all grant activities including recruitment, intervention development, protocol development, data collection, analysis, budgeting and reporting.

2014-2019 Higgins, K., Morgan, J.J., Baker, J., & Spies, T.G. (2014). Project CULTURED: College and University Leaders Trained to

Understand and Respond to Exceptionalities of Diverse Students. U.S. Department of Education. $ 1,034,791

Project CULTURED is an Office of Special Education Programs leadership grant designed to prepare doctoral students to serve in higher education. Scholars are placed at school site for 20 hours per week and are trained to conduct high quality, school-based intervention research in special education and second language acquisition. Role: Co-Principal Investigator – Visit scholars at research sites; serve as co-PI with doctoral scholars on pilot projects; provide feedback on scholar interventions as they relate to second language acquisition and ELs; arrange consultant visits

C. PK-12 Grants 2009-2014 Spies, T. G., Blackburn, M., & Larrison, L. (2009). Pre-K Early Start

Grant. Bryan Independent School District. Funded for 5 years, award- $750,000/year.

2005-2006 Spies, T.G. (2005). Take Home Backpacks: Getting Bilingual Families

Involved in Their Child’s Education. Bryan Independent School District. Funded for 1 year, total award - $5,000.

SUBMITTED GRANTS

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A. Research Grants *denotes collaboration with graduate students 2018 Spies, T.G., & Rogers, W. (2018). Project C2: Reducing Inequity in Science for ELs through Collaboration and Communication.

William T. Grant Foundation LOI (July 2020-July 2023). $561,257.00 (not funded)

2016 Huerta, M., Garza, T., Spies, T.G., Liu, K. (2016). Early Childhood Science for Diverse Learners. National Science Foundation. (July 2017-July 2020). $1,388,317 (not funded). 2016 Withy, K.*, & Spies, T.G. (2016). Emotional Intelligence and Self- Regulation for Young Urban Children with or At-Risk of Emotional and Behavioral Disorders. TESOL International Organization. $2500 (not funded). 2016 Reding, C.*, & Spies, T.G. (2016). Evaluating Teachers Perceptions and Self-Efficacy in Assessing English Language Learners for Language or Learning Needs. TESOL International Organization. $2500 (not funded). 2015 Spies, T.G., Huerta, M., Vallet, D. (2015). Project LEMSI: Language

Enhanced Model of Science Inquiry. National Education Association. $2000 (not funded).

2015 Beck, J.S., Lui, K., & Spies, T.G. (2015). Proposal for the Southern

Nevada Urban Teaching Initiative. Nevada Department of Education. $588,641 (not funded)

B. Teaching Grants 2017 Garza, T., Huerta, M., Acosta, S., & Spies, T.G. (submitted 4_21_17). Project MARVEL: Marshalling Aggies and Rebels for Las Vegas

English Learners. U.S. Department of Education, Office of English Language Acquisition, National Professional Development Program. (July 2017-July 2022). $2,653,827. (not funded)

2014 Spies, T.G. & Lyons, C. (2014). Project Tempranito: Preparing Scholars

to Provide High Quality Instruction to Young Children with Disabilities Including Young Dual Language Learners. U.S. Department of Education. $1,167,833 (not funded).

2014 Spies, T.G. & Lyons, C. (2014). Project Tempranito: Preparing Scholars

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to Provide High Quality Instruction to Young Children with Disabilities Including Young Dual Language Learners. U.S. Department of Education. $1,202,864 (not funded)

2013 Raines, T., Hall, G., Morgan, J., Spies, T.G., & Marshand, G. (2013).

Interdisciplinary Pre-doctoral Training Program in Educational Intervention and Program Evaluation Research with Low Resource, High Risk Urban Populations. U.S. Department of Education. $3,100,000 (not funded).

2013 Morgan, J., Baker, J., & Spies, T.G. (2013). Project CULTURED. College

and University Leaders Trained to Understand and Respond to Exceptionalities of Diverse Students U.S. Department of Education. $1,184,000 (not funded).

2012 Morgan, J.J., Brown, N., Spies, T.G., Baker, J., & Strohlman, M. (2012).

Project SUMS: Systematically Unwrapping Math Standards. Nevada System of Higher Education. $130,000 (not funded).

PUBLICATIONS A. Peer-Reviewed Journal Articles *denotes collaboration with graduate students Morgan, J.J., Diamond, L.L., Spies, T.G., Raines, T.C., & Boone, R.A. (accepted for

publication 2_22_19). Determining the academic and well-being needs of student in urban school environments. Submitted to Urban Education

Spies, T.G., & Cheathum, G. (2018). Introduction to the special issue: Successful inclusion for students with disabilities who are learning English. Intervention in School and Clinic, 54, 3-5. doi: 10.1177/1053451218762580 Spies, T.G., & Xu. Y*. (2018). Scaffolded academic conversations: Access to 21st century collaboration and communication skills. Intervention in School and

Clinic, 54, 22-30. Spies, T.G., Nagelhout, E., & Reding, C*. (2017). “But that’s not how I write”: Writing, teaching writing, and English learners. Journal of Teaching Writing, 32 (2), 33-52. Garza, T., Huerta, M., Spies, T. G., Lara-Alecio, R., Irby, B. J., & Tong, F. (2017, online

first). Science classroom interactions and academic language use with English language learners. International Journal of Science and Mathematics Education. Doi: 10.1007/s10763-017-9855-x

Spies, T.G., Lara-Alecio, L., Tong. F., & Irby. B., Garza, T., & Huerta, M. (2017) The

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effects of developing language and literacy on Spanish reading comprehension. The Journal of Educational Research. doi: 10.1080/00220671.2017.1306686

* Peer-reviewed journal; Impact Factor 1.218; 18% acceptance rate Love, M.*, Spies, T.G., & Morgan, J.J. (2017). Using eBooks to facilitate access to the academic content standards. Intervention in School and Clinic. doi: 10.1177/1053451217693368

*Peer-reviewed Journal; Impact Factor .468; 26% acceptance rate; Ranking 35/38 (special education journals, including research journals)

Spies, T.G., Lyons, C., Huerta, M., Garza, T., & Reding, C.* (2017)

Beyond Professional Development: Factors Influencing Early Childhood Educators Beliefs and Practices working with Dual Language Learners. CATESOL Journal, 29, 23-50. * Peer-reviewed journal; 33%; acceptance rate; Focused on the professional development of teachers across Nevada and California

Rivera, C., Jimenez, B., Baker, J., Spies, T.G., Mims, P., & Courtade, G. (2016). A culturally and linguistically responsive framework for improving academic and post secondary outcomes of students with moderate and severe intellectual

disability. Physical Disabilities: Education and Related Services, 35(2), doi: https://doi.org/10/14434/pders.v35i2.22171 * Peer-reviewed journal; Official journal of the Division for Physical, Health, and Multiple Disabilities of the Council for Exceptional Children (CEC); Open Access

Huerta, M., & Spies, T.G. (2016). Science inquiry and writing for ELLs: A gateway for building understanding and academic language. Science Activities,

53, 24-32. * Peer-reviewed journal; Practitioner focused More, C., Spies, T.G. Morgan, J.J., Baker, J. (2016). Incorporating ELL instruction

within special education teacher preparation. Intervention in School and Clinic. doi: 10.1177/1053451215589183 *Peer-reviewed Journal; Impact Factor .468; 26% acceptance rate; Ranking 35/38 (special education journals, including research journals)

Spies. T.G. (2016). Utilizing discourse in the development of strategic readers in the

content areas. Intervention in School and Clinic, 51(3), 137-144. doi:10.1177/105345585794 *Peer-reviewed Journal; Impact Factor .468; 26% acceptance rate; Ranking 35/38 (special education journals, including research journals)

Spies, T.G., Morgan. J.J., & Matsuura, M.* (2014). The faces of hunger: The educational impact of hunger on students with disabilities. Intervention in School and Clinic, 50, 5-14.

*Peer-reviewed Journal; Impact Factor .468; 26% acceptance rate; Ranking 35/38 (special education journals, including research journals)

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Spies, T.G. & Dema, A.A.* (2014). Beyond word meaning: Vocabulary instruction for students with exceptional language needs. Intervention in School and Clinic, 49, 271-280.

*Peer-reviewed Journal; Impact Factor .468; 26% acceptance rate; Ranking 35/38 (special education journals, including research journals)

Spies, T.G. (2011). Pedagogical considerations in a world of best practice. The Journal of Curriculum and Pedagogy, 8, 120-123.

* Peer-reviewed journal

B. Articles Submitted *denotes collaboration with graduate students Baxter. C., More. C., Spies, T.G., & Scott, C. (submitted 4_16_19). Social competence of bilingual students and monolingual native English speakers: A comparison of parent and teacher perspectives. Submitted to Early Child Development and Care. Morgan, J.J. & Spies, T.G. (submitted 3_21_19). Integrating blended learning in middle School ELA classrooms to support diverse learners: Lessons learned. Submitted to Journal of School Administration Research and Development. Deniz. F*., & Spies, T.G. (submitted 3_15_19). Using funds of knowledge to identify

gifts and talents: The role of home visits. Submitted to CATESOL. Williamson, D., Higgins, K., & Spies, T.G. (revise and resubmit; submitted 11_28_18). Preview-View-Review: Increasing academic access for students with intellectual Disabilities who are learning English. Submitted to Focus on Autism and Other Developmental Disabilities. Spies, T.G., Pollard-Durodola, S.D., Bengochea, A., & Falomir, G.C. (submitted 10_16_18). Teacher leadership in systemic reform: Opportunities for graduate education programs. Submitted to The CATESOL Journal. C. Articles in Revision and Preparation *denotes collaboration with graduate students Scott, C., Nagelhout, E., & Spies, T.G. (revisions) Beyond the surface: Using

a higher–order writing continuum with English learners. Submitted to Writing and Pedagogy.

Spies, T.G., Bengochea, A., Durodola, S., Xu, Y., & Carcoba, G. (writing). Academic language and literacy instruction for ELs in rural communities: A mixed methods study. Spies, T.G. (analyzing data). The role of the instructional coach in shifting EL teachers’ practice: A look inside the coaching process.

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D. Book Chapters and Other Publications *denotes collaboration with graduate students; ** denotes peer-reviewed; *** denotes invited **Morgan, J.J., Yeager, K.*, Murphy, S.*, & Spies, T.G. (2017). Legal and ethical considerations regarding the integration of assistive technology and educational technology for students with disabilities: Perpectives from the United States. In Y.S. Findlay & Rose Dixon (Eds.) Education and the Law: A Cross National Analysis of an Essential Knowledge Base for Educators. United Kingdom: Palgrave Macmillan. **Morgan, J.J., Knudsen, B., Nasir-Tucktuck, M.*, Spies, T.G. (2015). Addressing the ppportunity gap of students in an urban environment through a school and community collective impact model of collaboration. In C. Broske & A. Osanloo (Eds.), Living the Work: Promoting Social Justice and Equity Work In Schools Around the World. United Kingdom: Emerald Group Publishing Limited. ***Izquierdo, E., & Spies, T.G. (2014). Implementing and sustaining dual language education: Critical considerations. In V.P. Collier & W. P. Thomas, Creating dual

language schools for a transformed world: Administrators speak. Albuquerque, NM:Dual Language Education of New Mexico-Fuente Press.

OTHER CREATIVE ACCOMPLISHMENTS TECHNICAL AND EVALUATION REPORTS *denotes collaboration with graduate students A. Project Evaluations Spies, T.G., Scott, C., Baxter, C.* (2015). Principal preparation and leadership of EL

programs in ZOOM schools (ZOOM Evaluation Report 1). Las Vegas, NV: University of Nevada Las Vegas.

Scott, C. E., Baxter, C.* & Spies, T. G. (2015). ZOOM Schools 2-year program evaluation: Principal preparation and leadership of EL programs in ZOOM schools (ZOOM Evaluation Report 2). Las Vegas, NV: University of Nevada Las Vegas.

Baxter, C.*, Spies, T.G., & Scott, C. E. (2015). ZOOM professional development

summary report (ZOOM Evaluation Report 3). Las Vegas, NV: University of Nevada Las Vegas.

B. Annual Reports to Sponsors Spies, T.G. (2018, May). Project E3: National Professional Development Grant. Annual

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Performance Report. Office of English Language Acquisition, U.S. Department Of Education. Spies, T.G. (2017, May). Project E3: National Professional Development Grant. Annual Performance Report. Office of English Language Acquisition, U.S. Department Of Education. Spies, T.G. (2016, October). Project BELL: Nevada Collaborative Teaching Improvement Program. Final Report. Nevada Department of Education. Spies, T.G. (2015, November). Project BELL: Nevada Collaborative Teaching Improvement Program. Interim Report. Nevada Department of Education. Spies, T.G. (2014, July). Project LEAP: Bi-Annual Report. Las Vegas, NV: University of Nevada Las Vegas. Spies, T.G. (2014, Jan). Project LEAP: Bi-Annual Report. Las Vegas, NV: University of Nevada Las Vegas PROFESSIONAL PRESENTATIONS *denotes collaboration with graduate students; ** denotes peer reviewed conferences A. Conference Proceedings **Spies, T.G. (2014). Academic discourse in the content areas. Paper session. Building Bridges Conference. Sydney Australia. B. International Presentations Withey, K., More, C., & Spies, T.G. (2018, November). Emotional intelligence for young children with or at-risk of EBD. TED’s 41s Conference. Las Vegas, NV. More. C. & Spies, T.G. (2018, November). Addressing diverse professional

Development Needs through a university/school collaboration. TED’s 41s Conference. Las Vegas, NV.

Morgan, J.J., Spies, T.G., & Ewoldt, K. (2018, October). Supporting teachers with Blended learning for students with LD and ELs. Roundtable. 40th International Conference on Learning Disabilities. Portland, OR. Spies, T.G., Morgan. J.J. (2017, October). Science and language for students with LD: One teacher’s perspective. Poster session. 39th International Conference on Learning Disabilities. Baltimore, MD. Love, M.*, Morgan, J.J., & Spies, T.G. (2017, October). Effects of a multimedia

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intervention on student acquisition of vocabulary. Poster session. 39th International Conference on Learning Disabilities. Baltimore, MD.

**Rivera, C., Baker, J., Courtade, G., Mims, P., & Spies, T.G. (2017, April). Building a culturally responsive framework for students with ID to increase postsecondary outcomes. Poster session. Council for Exceptional Children Convention & Expo. Boston, MA. **Love, M*., Morgan. J., & Spies, T.G. (2017, April). Effects of multimedia tool in

delivering content specific vocabulary instruction. Poster session. Council for Exceptional Children Convention & Expo. Boston, MA.

**Garza, T., Huerta, M., & Spies, T.G. (2017, January). Identifying classroom

observation instruments used in classrooms with English language learners: A systematic review. Paper session. Hawaii International Conference on Education. Honolulu, HI.

**Huerta, M., Spies, T.G., & Garza, T., & Hayman, A. (2017, January). Project STWEL: Developing all students’ scientific argumentation skills through talk and writing. Paper session. Hawaii International Conference on Education. Honolulu, HI. ** Spies, T.G., Huerta, M., Hayman, A., & Garza, T. (2017, January). Engaging English

language learners in scientific discourse: Lessons learned. Workshop. Hawaii International Conference on Education. Honolulu, HI.

**Spies, T.G., Huerta, M., Garza, T.(2016, April). Supporting English language learners

scientific discourse to improve scientific understanding. Workshop. Teaching English as a Second or Other Language International Convention & English Language Expo (TESOL). Baltimore, MD.

**Spies, T.G., Reding, C.*, Huerta, M., Garza, T.(2016, April). English language

learners' exposure to academic language in mainstream classrooms. Poster session. Teaching English as a Second or Other Language International Convention & English Language Expo (TESOL). Baltimore, MD.

**Huerta, M. Spies, T. G., Garza, T. (2016, April). Beyond science borders: Making

language and content accessible to ELs. Paper session. Teaching English as a Second or Other Language International Convention & English Language Expo (TESOL). Baltimore, MD.

**Dema, A.*, & Spies, T.G. (2016, April). Accessing vocabulary in the Common Core

State Standards. Poster session. Teaching English as a Second or Other Language International Convention & English Language Expo (TESOL). Baltimore, MD.

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**More, C., Spies, T.G., & Scott, C. (2015, November). A comparison of group size in online discussion boards. Poster session. Teacher Education Division 2015 Conference. Phoenix, AZ.

**Morgan, J.J., Higgins, K., & Spies, T.G. (2015, November). Developing doctoral scholars to respond to the needs of culturally and linguistically diverse students

with disabilities. Paper session. Teacher Education Division 2015 Conference. Phoenix, AZ.

**Spies, T.G., & Reding C.* (2015, October). Coaching up: Explicit academic

language instruction. Poster session. 37th International Conference on Learning Disabilities. Las Vegas, NV.

**Morgan, J., Spies, T.G., Ewoldt, K.*, Love, M.*, Tetzlaff, D.*, & Higgins, A. (2015, October). Determining the needs of students with LD in urban environments.

Paper session. 37th International Conference on Learning Disabilities. Las Vegas, NV.

**Filler, J., Lyons, C., Spies, T.G., & Taylor, F. (2014, October). The IFSP process: continuing and emerging challenges to meaningful family participation. Lecture presentation. The 30th Annual International Conference on Young Children with Special Needs and Their Families. St. Louis, MO. **Spies, T.G. (2014, September). Academic discourse in the content areas. Lecture presentation. International Building Bridges Conference. New South Wales, Australia. **Morgan, J.J., & Spies, T.G., & Higgins, K. (2014, April). Analyzing common core state standards to support the academic achievement of all students. Lecture Council for Exceptional Children Convention & Expo. Philadelphia, PA. **Spies, T.G., & Morgan, J.J. (2014, March). Unwrapping the content and language

demands of the standards. Workshop presentation. Teaching English as a Second or Other Language International Convention & English Language Expo (TESOL). Portland, OR.

C. National Presentations Spies, T.G., Bengochea, A., Pollard-Durodola, S., Carcoba Falomir, G., & Xu, Y. (2019, April). Academic language and literacy instruction for English learners in rural Communities: A convergent mixed methods study. Roundtable presentation. AERA, Toronto, Canada. Xu, Y., Bengochea, A, Carcoba Falomir, G., Spies, T.G., & Pollard-Durodola, S. (2019, April). Examining teachers’ perceptions, interpretations, and action plans for English learners’ needs. Roundtable presentation. AERA, Toronto, Canada.

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Carcoba Falomir, G., Bengochea, A., Xu, Y., Spies, T.G., & Pollard-Durodola, S. (2019, April). Use of visual representation to support English learners math talk.

Roundtable presentation. AERA, Toronto, Canada Spies, T.G., Reece, L., & Swoboda (2018, October). Learning from one another: The role of collaboration in meeting the needs of emergent bilingual students. Panel presentation. Council of Great City Schools. Baltimore, MD. Desnoyer, B., Ewoldt, K., Higgins, K., Love, M., Morgan, J., Murphy, S., Ruedennauer, H., Spies, T.G., Tetzlaf, D., Watts, J., & Zirkus, K. (2018, March). Project CULTURED: Training doctoral leaders to be innovative in

context. Paper session. American Association of Colleges of Teacher Education. Baltimore, MD.

**Spies, T.G., Huerta, M., Garza, T., & Morgan, J.J. (2017, April). Integrating

science, language, and literacy with diverse learners: One teacher’s perspective and practice. Paper session. American Educational Research Association (AERA). San Antonio, TX.

**Garza, T., Huerta, M., & Spies, T.G., Lara, R., Irby, B., & Tong, F. (2017, April). What is happening in the science classroom when academic language is used with ELLs? Roundtable session. American Educational Research Association (AERA).

San Antonio, TX. **Morgan. J.J., Higgins, K., Baker, J., Spies, T.G. (2016, August). Preparing special education doctoral scholars to conduct research in urban environments. Poster

presentation. Office of Special Education Directors’ Conference. Washington, D.C.

**Huerta, M., Spies, T.G., & Garza, T., (2016, June). Thriving in academia: How to create productive writing collaborations. Oral presentation. Textbook and Academic Authoring Conference. San Antonio, TX. **Huerta, M., Garza, T.G., Spies, T.G., & Pollard-Durodola, S. (2016, April). Examining

19 years of writing intervention research in science classrooms with K-12 students, including ELLs. Paper session. American Educational Research Association (AERA). Washington, D.C.

**More, C., & Spies, T.G. (2015, November). A comparison of group size in online discussion boards. Poster presentation. 38th Annual TED Conference. Tempe, AZ. ** Morgan, J.J., Higgins, K., & Spies, T.G. (2015, November). Developing doctoral scholars to respond to the needs of culturally and linguistically diverse students with disabilities. Paper presentation. 38th Annual TED Conference. Tempe, AZ. **Huerta, M., & Spies, T.G., Garza, T. (2015, October). Making academic language

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accessible to ELs in the content areas. Workshop presentation. WIDA 2015 National Conference. Las Vegas, NV.

**Lyons, C., Spies, T.G., & Sinclair, C. (2015, April). Strategies for working with dual

language learners: Preparing the learning environment to facilitate communication. Workshop presentation. 12th Annual Young Child Expo and Conference. New York, NY.

** Lyons, C., Tredwell, C., Filler, J., Gelfer, J., & Spies, T.G. (2015). Leadership in early

childhood education: An inclusive early childhood preschool program. Workshop presentation. 12th Annual Young Child Expo and Conference. New York, NY.

**Scott, C., Spies, T.G., & Miller, D. (2014, October). Zoom schools: Leading academic achievement for English learners. Lecture presentation. 58th Fall Conference of the Council of the Great City Schools: The Nation’s Voice for Urban Education. **Ramirez, M. & Spies, T.G. (2013, February). Bringing listening and speaking back

into the classroom: Going beyond the ELPS. Workshop presentation. California Association of Bilingual Education Annual Conference. Long Beach, CA.

**Adams, M., Devlin, R.,Spies, T.G., & Strawser, S. (2013, February). Got needs: A collaborative process in developing a needs assessment. Research presentation. National Association of Professional Development Schools, New Orleans, LA. **Garcia-Rhodes, G., Mosqueda, S., & Spies, T.G. (2005, October). A jump start to next

year: Bilingual summer academies. Workshop. Texas Association of Bilingual Education Conference. Corpus Christi, TX.

D. State and Local Presentations **Spies, T.G., Lyons, C., & Reding, C.* (2014, April). Dual language learners:

Effective early childhood environments and instruction. Lecture presentation. 2014 NevAEYC Conference. Las Vegas, NV.

**Spies, T.G. (2014, April). The role of developing English language on reading comprehension. Poster presentation. UNLV 2014 Achievement Gala. Las Vegas, NV. **Spies, T.G. & Hayman, A. (2014, February). Achieving rigor through expository writing. Workshop. Southern Nevada’s Annual Science Conference. Las Vegas, NV.

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**McNeely, K., Spies, T.G., & Taplette, L. (2011, July). But I’m not bilingual? TAP Summer Institute, San Antonio, TX E. Invited Presentations and Conferences Spies, T.G. (2018). Becoming an academic writer: Lessons learned. Student Academic Authors. University of Nevada Las Vegas, Las Vegas, NV. Spies, T.G. (2014, November). Building academic language in the content areas. ELLA Virsity. Webinar delivery. Spies, T.G. (2014, September). Best strategies for ELLs. NVPIE 2014 Inclusive Practices Symposium. University of Nevada, Las Vegas, NV. Spies. T.G. (2014, August). Sharing the stage: The power of partnership. UNLV and CCSD 21st Century Partnership 3rd Annual Summit. Roundtable Discussion Effective Instruction for ELLs. Las Vegas, NV. Spies, T.G. (2014, February). Pathways to the professoriate (keynote). Mentoring Symposium. College Station, TX. Spies, T.G. (2013,October). Considerations in Research with English Language Learners. Doctoral Colloquium. University of Nevada Las Vegas. Las Vegas, NV. Spies, T.G. (2013, June). Through the lens of English language learners: Instruction, assessment, and intervention. Workshop presentation at the Nevada Striving Readers Summer Institute: Building Literacy Legacies, Las Vegas, NV. Spies, T.G. & Izquierdo, E. (2012, November). Transformations: From remediation to enrichment. Invited presentation at La Cosecha: 17th annual dual language conference, Santa Fe, New Mexico. Spies, T.G. (2012, September). Assessment considerations with English language learners. University of Nevada Las Vegas. Las Vegas, NV. Spies, T.G. (2012, March). What every teacher should know about teaching phonics to English language learners. Drury University. Springfield, MO. Spies, T.G. (2012, March). Monolingual vs. bilingual readers: Similarities and Differences. Western Illinois University. Macomb, IL. Spies, T.G. (2011, July). A Privilege to Teach. TAP Summer Institute. San Antonio, TX. Spies, T.G. (2011, February). Lighting the Torch and Leading the Way (keynote).

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Jack Harvey Educator Awards at Weatherford College. Weatherford, TX. Spies, T.G. (2011, March). Hiring effective master teachers (panel). TAP National Conference. Los Angeles, CA. Spies, T.G. (2010, November). TAP overview. San Luis Obispo Unified School District. San Luis Obispo, CA. Spies, T.G. (2009, June). Differentiated instruction to increase engagement of struggling learners. Project EXPLORE: Texas A&M University. College Station, TX. Spies, T.G. (2008, February). Word Study: Finding the patterns in words. Forest Ridge

Elementary. College Station, TX. Spies, T.G. (2007, January). Effective early childhood bilingual education. Childreniños. College Station, TX. Spies, T.G.(2006, October). Balanced literacy on a bilingual campus: Closing the achievement gap. Region VI Annual Reading Conference. Huntsville, TX TRAINING/PROFESSIONAL DEVELOPMENT *denotes collaboration with graduate students Spies, T.G. (2018, January). Let’s talk about science: Academic conversations in the Science classroom. Professional Development Training (full day) for Project E3 participants, University of Nevada Las Vegas, Las Vegas, NV. Spies, T.G., & More, C. (2017, March). Oral language and the argument: Moving

ELs and students with disabilities towards argumentation Professional development training for Tom Williams Elementary School, Clark County School District, Las Vegas, NV

More, C., & Spies, T.G. (2017, January). Oral language and comparative writing: Moving ELs and students with disabilities towards argumentation. Professional development training for Tom Williams Elementary School, Clark County School District, Las Vegas, NV. More, C., & Spies, T.G. (2016, October). Oral language and descriptive writing: Moving ELs and students with disabilities towards argumentation. Professional development training for Tom Williams Elementary School, Clark County School District, Las Vegas, NV. Spies, T.G., & More, C. (2016, September). Oral language and writing: Making the most of your writing curriculum for ELs and students with disabilities.

Professional development training for Tom Williams Elementary School, Clark County School District, Las Vegas, NV.

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Spies, T.G., Morgan, J.J., Scott, C., & Naglehout, E. (2015, December). Prewriting

and drafting with ELs. Professional development training for Project BELL participants, Clark County School District, Las Vegas, NV.

Spies, T.G., Morgan, J.J., Scott, C., & Naglehout, E. (2015, November). Writing

with ELs. Professional development training for Project BELL participants, Clark County School District, Las Vegas, NV.

Spies. T.G. (2015, November). High quality vocabulary instruction for English Learners. Inservice training for Witney Elementary, Clark County School District. Las Vegas, NV. Scott, C., Spies, T.G. & Baxter, C. (2015, April). Integrated comprehension. Inservice training for Clark County School District ZOOM schools. Las Vegas, NV. Spies, T.G., Scott, C., & Baxter, C. (2015, March). Integrated vocabulary. Inservice training for Clark County School District ZOOM schools. Las Vegas, NV. Spies, T.G., Scott, C., & Baxter, C. (2015, February). Integrating oral language. Inservice training for Clark County School District ZOOM schools. Las Vegas, NV. Spies, T.G. (2015, January). Learning English for academic purposes. Professional development for Project LEAP participants. Las Vegas, NV. Spies, T.G. & Scott, C. (2014, October). Academic language and content area literacy. Inservice training for Innovations International Charter School teachers. Las Vegas, NV. Spies, T.G., & Lyons, C. Head Start (2014, May). Assessment. Inservice training for teachers in Acelero Head Start. Las Vegas, NV. Spies, T.G., & Lyons, C. (2014, April). Family Involvement. Inservice training for teachers CSUN Preschool. Las Vegas, NV. Spies, T.G., & Lyons, C. (2014, March). Environment and Materials. Inservice training for teachers at CSUN Preschool. Las Vegas, NV Spies, T.G., & Lyons, C. (2014, March). Environment and Materials. Inservice training for teachers in Acelero Head Start. Las Vegas, NV. Spies, T.G., & Lyons, C. (2014, February). Instruction and Motivation.

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Inservice training for teachers at CSUN Preschool. Las Vegas, NV Spies, T.G., & Lyons, C. (2014, February). ). Instruction and Motivation. Inservice training for teachers in Acelero Head Start. Las Vegas, NV. Spies, T.G. (2014, January). Using the Problem-Solving Process to Support

Young DLLs and Their Families. Professional development training for Acelero Head Start administrators. Las Vegas, NV.

Spies, T.G. (2013, October). The Young Dual Language Leearner. Professional development training for Acelero Head Start administrators. Las Vegas, NV. Spies, T.G. (2012, May). Designing and implementing an effective dual language

program: Practical considerations. Inservice training for administrators and teachers in Willis Independent School District. Willis, TX.

Spies, T.G. (2012, June). K-5 alignment in a dual language program. Inservice training for administrators and teachers in Willis Independent School District. Willis, TX. Spies, T.G. (2011, June). Data analysis: Finding the root cause in poor student performance. Inservice training for leadership team in Bryan Independent School District. Bryan, TX. Spies, T.G. (2010, November). Field testing groups and student population: Are they

progressing at the same rate?. Inservice training for leadership team in Bryan Independent School District. Bryan, TX

Spies, T.G. (2010, October). Aligning school goals and field testing strategies. Inservice training for leadership team in Bryan Independent School District. Bryan, TX. Spies, T.G. (2010, January). Creating an awareness of perception in teachers. Inservice training for leadership team in Bryan Independent School District. Bryan, TX. Spies, T.G. (2009, October). Effective planning sessions. Inservice training for team in

leadership Bryan Independent School District. Bryan, TX. Spies, T.G. (2009, October). The coherency cycle in planning. Inservice training for

leadership team in Bryan Independent School District. Bryan, TX.

Spies, T.G. (2009, September). Field testing with thinking maps. Inservice training for leadership team in Bryan Independent School District. Bryan, TX.

Spies, T.G. (2009, September). Differentiated instruction within Tier I instruction. Inservice training for classroom teachers in Bryan Independent School District.

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Bryan, TX. Spies, T.G. (2009, September). Effective teacher post conferences. Inservice training for

leadership team in Bryan Independent School District. Bryan, TX.

Spies, T.G. (2009, January). Using data to support teacher growth. Inservice training for leadership team in Bryan Independent School District. Bryan, TX. Spies, T.G. (2008, October). Using TELPAS to guide your instruction. Inservice training

for bilingual teachers in Bryan Independent School District. Bryan, TX. Spies, T.G. (2008, August). Professional learning communities: An overview. Inservice training for classroom teachers in Bryan Independent School District. Bryan, TX. Spies, T.G. (2008, August). TAP is a professional learning community. Inservice training for administrators in Bryan Independent School District. Bryan, TX. Spies, T.G. (2008, August). The essential ten. Inservice training for leadership teams in

Bryan Independent School District. Bryan, TX. Spies, T.G. (2005, January). Listening to students: Effective conferencing with writers.

Inservice training for classroom teachers in Bryan Independent School District. Bryan, TX.

Spies, T.G. (2005, December). Teaching an effective mini-lesson. Inservice training for

classroom teachers in Bryan Independent School District. Bryan, TX.

Spies, T.G. (2005, November). Analyzing writing to determine what’s next. Inservice training for classroom teachers in Bryan Independent School District.

Bryan, TX.

Spies, T.G. (2005, October). Writer’s workshop. Inservice training for classroom in teachers Bryan Independent School District. Bryan, TX. Spies, T.G.(2005, September). Interactive writing or shared writing? Inservice training for classroom teachers in Bryan Independent School District. Bryan, TX. Spies, T.G.(2005, August). Writing within a balanced literacy framework. Inservice

training for classroom teachers in Bryan Independent School District. Bryan, TX. Spies, T.G. (2004, December). Analyzing running records and teaching for cross-

checking. Inservice training for classroom teachers in Bryan Independent School District. Bryan, TX.

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Spies, T.G. (2004, November). Using running records for grouping. Inservice training. for classroom teachers in Bryan Independent School District. Bryan, TX Spies, T.G. (2004, November). The basic principles of guided reading. Inservice training for classroom teachers in Bryan Independent School District. Bryan, TX

. Spies, T.G. (2004, October). Literacy stations: How? Inservice training for classroom

teachers in Bryan Independent School District. Bryan, TX.

Spies, T.G.(2004, September). Read aloud and shared reading. Inservice training for classroom teachers in Bryan Independent School District. Bryan, TX.

Spies, T.G. (2004, August). The connection of reading and writing. Inservice training for classroom teachers in Bryan Independent School District. Bryan, TX. Spies, T.G. (2004, August). What is balanced literacy? Inservice training for classroom

teachers in Bryan Independent School District. Bryan, TX. Spies, T.G. (2002, February). Writer’s workshop: The art of conferencing. Inservice

training for classroom teachers in Aldine Independent School District. Houston, TX.

Spies, TG. (2002, January). The mini-lesson. Inservice training for classroom teachers in Aldine Independent School District. Houston, TX.

Spies, T.G. (2001, November). Writer’s workshop in the reading and writing classroom. Inservice training for classroom teachers in Aldine Independent School District. Houston, TX.

Spies, T.G. (2001, November). How can I support reading through writing. Inservice training for classroom teachers in Navasota Independent School District. Navasota, TX.

Spies, T.G. (2001, October) Using running records to guide decisions for shared

reading. Inservice training for classroom teachers in Aldine Independent School District. Houston, TX.

Spies, T.G. (2001, September) Using running records to teach students to cross-check. Inservice training for classroom teachers in Aldine Independent School District. Houston, TX.

Spies, T.G. (2001, August). Taking and scoring running records. Inservice training for classroom teachers in Aldine Independent School District. Houston, TX. Spies, T.G. (2000, November). Guided reading in the reading and writing classroom.

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Inservice training for classroom teachers in Aldine Independent School District. Houston, TX.

Spies, T.G. (2000, November). Interactive writing in the reading and writing classroom. Inservice training for classroom teachers in Aldine Independent School District.

Houston, TX.

Spies, T.G. (2000, October). Shared reading in the reading and writing classroom. Inservice training for classroom teachers in Aldine Independent School District.

Houston, TX.

Spies, T.G. (2000, September). Read aloud in the reading and writing classroom. Inservice training for classroom teachers in Aldine Independent School District. Houston, TX.

Spies, T.G. (2000, August). Balanced literacy framework. Inservice training for

classroom teachers in Aldine Independent School District. Houston, TX. TEACHING ACTIVITY University of Nevada Las Vegas A. Courses Taught TESL 474: Methods for English Language Learners TESL 751: Theories of Second Language Acquisition (Formerly TESL 651) TESL 752: TESL Methods and Materials (Formerly TESL 652) TESL 753: TESL Curriculum (Formerly TESL 653) TESL 754: TESL Assessment Procedures (Formerly 654) TESL 756: Technology Assisted English Language Learning (Formerly TESL 656) TESL 757: Seminar in English Language Learning ESP 782R: Professional Seminar in Special Education ESP 783R: Leadership Seminar in Special Education B. Courses Developed EDRL 476/7: Policies, Critical Issues, and Best Practices for ELs Seminar/Practicum TESL 474: Methods for English Language Learners TESL 751: Theories of Second Language Acquisition (Formerly TESL 651) TESL 752: TESL Methods and Materials (Formerly TESL 652) TESL 753: TESL Curriculum (Formerly TESL 653) TESL 754: TESL Assessment Procedures (Formerly TESL 654) TESL 756: Technology Assisted English Language Learning (Formerly 656) ESP 782R: Professional Seminar in Special Education ESP 783R: Leadership Seminar in Special Education C. Online Courses Developed TESL 751: Theories of Second Language Acquisition

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TESL 752: TESL Methods and Materials TESL 754: TESL Assessment Procedures TESL 756: Technology Assisted English Language Learning D. Doctoral Committee Chair, Co-Chair* Christina Reding ECS, Special Education (LD, Gifted, ELL) Shannon McInerney ECS, Special Education (LD, Gifted, ELL) Eunhye Choi ECS, Special Education (LD, ELL) Molly Biel ECS, Special Education (LD, Gifted, ELL) Fatmana Deniz* ECS, Special Education (LD, Gifted, ELL) Brittany Desnoyer* ECS, Special Education (LD, EBD) E. Doctoral Committee Member Amy Nasaar T&L, Curriculum and Instruction (ELL) Heike Ruedenauer-Plummer ECS, Special Education, (ID, ELL) Rachel Roberson ECS, Special Education (ECE, ELL) Charles Parnella T&L, Applied Linguistics Janelle Drown ECS, Special Education Wendy Gelbart ECS, Special Education Christine Dixtler T&L, Educational Technology Yunying Xu T&L, Literacy Andrew O’Reily ECS, Special Education Paula Kerchenski ECS, Special Education (ECE, ELL) Ryan Winnerland EMS, Special Education F. Graduated Ph.D. Students, Chair, Co-Chair* Kristin Withey (May 2018) Investigating the Use of An Emotional Intelligence Intervention with Young Elementary Students

Receiving Services in a Self-Contained Setting for Students with Emotional Disturbance

Christine Baxter* (May 2017) Parent and Teacher Perspectives of the Social Competence of Dual Language Learners Dolores Williamson* (May 2017) Preview-View-Review: Increasing Academic Access

for Students with Disabilities Who are English Learners

G. Graduated Ph.D. Students, Committee Member Jennifer Smith (May 2019) Creative Self-Efficacy: Students in General

Education with Learning Disabilities, and with Gifts and Talents

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Matthew Love (June 2018) Promoting depth of vocabulary knowledge in

inclusive science classrooms: A comparison of methods

Kathleen Ewoldt (May 2018) Reverse Engineering an Expository Paragraph for

Students with High-Incidence Disabilities and English Learners

Janet VanHeck (Dec 2017) The Relationship Between Roles and

Responsibilities of Co-Teachers and Co-Teachers Self-efficacy Mona Nasir Tuck-tuck (Dec 2017) Effects of Distributing Trials on Behaviors of

Students with Significant Disability Dominique Tetzlaf (July 2017) Using Mobile Technology to Increase the Academic Achievement and Engagement of Students with

Disabilities Joice Higa (June 2017) Instructional Math Technology in Secondary Special Education: Teacher Self-Reported Practices And Perceptions Lori Slater (May 2017) Comparing the Differences in Access to

Professional Development for General Education and Special Education Teachers and the Subsequent Impact on Instructional Practice

Carrie Sampson (April 2016) Expanding educational opportunity and equity for

English learners: The role and perception of school boards in the Mountain West

Alexandra Dema (May 2015) The exploration of identity development of Russian

graduate students in U.S. Universities from a sociocultural and activity theories perspective: An ethnographic multiple case study

H. Masters Committee Chair Mario Guerrero ECS, English Language Learning Janae Andrus ECS, English Language Learning Heidi Renteria ECS, English Language Learning Samantha Marks ECS, English Language Learning Samantha Jeffers ECS, English Language Learning

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Jennifer Munk ECS, English Language Learning Linda Rasmussen ECS, English Language Learning Jackie Smith ECS, English Language Learning Kaycee Golden ECS, English Language Learning Darius Taylor ECS, English Language Learning Maiden Terre ECS, English Language Learning Saman Sefati ECS, English Language Learning Staci Kaiser ECS, English Language Learning I. Masters Committee Member Rozalia Lajune ECS, English Language Learning Juli Hsieh ECS, English Language Learning Khosrow Alighchi ECS, Special Education Kayla Brinkerhoff ECS, English Language Learning Monica Huamani-Rojas ECS, English Language Learning Jordan Kalb ECS, Special Education Nayeli Marroquin-Pineda ECS, Special Education Phillip Packert ECS, Special Education Nitza Brand Restrepo ECS, English Language Learning Isabel Kopp ECS, English Language Learning Shawntel Davis EMS, English Language Learning Megan Prater EMS, English Language Learning Cristina Cox EMS, English Language Learning Brenda Clodfelter EMS, English Language Learning Linda Dolbec EMS, English Language Learning Vasti Mejia EMS, English Language Learning Elizabeth Alder EMS, English Language Learning Melinda Gomez EMS, English Language Learning Alicia Moore EMS, English Language Learning Kelli Rotzinger EMS, English Language Learning Elizabeth Usrey EMS, English Language Learning Tracy West EMS, English Language Learning Francis Wilson EMS, English Language Learning J. Graduated Masters Students, Committee Chair Myicisa Limbrick (December 2018) EMS, English Language Learning Jennifer Weinstein (May 2018) EMS, English Language Learning Lauren Browning (December 2017) ECS, English Language Learning Heather Danser (May 2017) ECS, English Language Learning Mary Simmons (May 2016) ECS, English Language Learning Johnna Dean (May 2015) ECS, English Language Learning K. Graduated Masters Students, Committee Member Jaime Schroeder (May 2017) ECS, English Language Learning Farah Berlin (August 2016) ECS, Special Education

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Rachel Otto (May 2016) ECS, Special Education Jack Watts (May 2016) ECS, Special Education Olivia Carroll (May 2016) ECS, Special Education Aguina Tsiforas (May 2016) ECS, Special Education Krithika Devi (December 2015) ECS, Special Education Ashley Benjamin (August 2015) ECS, Special Education Katherine Kaufman (August 2015) ECS, Special Education Kate McGowan (May 2015) ECS, Special Education Erika Merlos (May 2015) ECS, English Language Learning Katherine Ayala (December 2013) ECS, Special Education Thuynga Barr (December 2014) ECS, Special Education Jessica Claborn (December 2014) ECS, Special Education Amanda Cruz (December 2014) ECS, Special Education Rebecca Elias (December 2014) ECS, Special Education Danielle Feeney (December 2014) ECS, Special Education Molly Harrington (December 2014) ECS, Special Education Lacey Keene (December 2014) ECS, Special Education Bianca Lutchen (December 2014) ECS, Special Education Okha Patel (December 2014) ECS, Special Education Amanda Stains (December 2014) ECS, Special Education Treasha Weatherspoon (December 2014) ECS, Special Education Kristopher Yeager (December 2014) ECS, Special Education Alina Zalucki (December 2014) ECS, Special Education Maribel Diaz (December 2014) ECS, Special Education Kathryn Peterson (December 2014) ECS, English Language Learning Marta Urbina (December 2014) ECS, English Language Learning Amy Garove (December 2014) ECS, English Language Learning Miki Matsuura (December 2014) ECS, English Language Learning Margaret Curler (August 2014) ECS, Special Education Janelle Drown (August 2014) ECS, Special Education Jon Paul Saunders (August 2014) ECS, Special Education Allison Pruss (August 2014) ECS, Special Education Debra Berger (August 2014) ECS, Special Education Kelli Brown (August 2014) ECS, Special Education Edwin Derohanian (August 2014) ECS, Special Education David Hegna (August 2014) ECS, Special Education New Hum (August 2014) ECS, Special Education Lina Jackson (August 2014) ECS, Special Education William Learned (August 2014) ECS, Special Education Jerlin Lierance (August 2014) ECS, Special Education Matthew Oiness (August 2014) ECS, Special Education Barbara Silvestri (August 2014) ECS, Special Education Matthew Sommermeyer (August 2014) ECS, Special Education Douglas Zallar (August 2014) ECS, Special Education Suheyla Sarisahin (August 2014) ECS, English Language Learning

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Samantha Jasa (August 2015) ECS, Special Education Cristina Reding (August 2014) ECS, English Language Learning Kimberly Ortega (August 2014) ECS, English Language Learning Emily Schulkins (May 2014) ECS, Special Education Erin Walker (May 2014) ECS, Special Education Tracy Low (December 2013) ECS, Special Education Ruwida Abdel-Al (August 2013) ECS, Special Education Abigail Marshall (August 2013) ECS, Special Education Barbara Carlson (August 2013) ECS, Special Education SERVICE Professional Service A. Editorial Review Boards 2013-present Intervention in School and Clinic 2017-present LD Forum B. Ad-hoc Reviewer 2017 American Educational Research Association

(AERA) conference proposals (SLA SIG and Division K)

2016 TESOL Quarterly 2016 International Journal of Science Education 2014 Bilingual Research Journal 2013 Association of Applied Linguistics C. Affiliate Faculty/Consultant 2016-present Affiliate Faculty, The Urban Education

Collaborative, UNC Charlotte 2016-present Project Consultant, American Institutes for

Research, National Center for Intensive Intervention D. Professional Organizations 2019-present AERA Urban Learning, Teaching, and Research, Publications and Website Committee Member 2019-present Association of Teacher Education, Research and Scholarship Committee Member 2019-present Nevada TESOL, Board Member State Service 2013-2015 English Mastery Council, Committee Member 2015 Reviewer Nevada State Literacy Plan University Service 2018-present Graduate Council

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2018-present Top Tier Graduate Faculty and Student Committee 2014-2018 Online Education Advisory Board 2015 Proposal Reviewer- Faculty Opportunity Award 2013 Instructional Designer Search Committee College of Education Service (COE) 2018-present Grad Studies Committee 2013-present COE Curriculum Committee Member 2015-2018 COE TELFE Committee Member 2013-2014 Strengthening Doctoral Programs Task Force Committee 2012 IT Master Planning Committee Department Service – Educational and Clinical Studies (ECS) 2018-present Co-Graduate Coordinator 2017-present Promotion and Tenure Guidelines Committee 2017-present ECS Bylaws Committee 2015-2018 Program Coordinator, English Language Learning 2015-2016 ELL Search Committee Member 2013-2017 Doctoral Development Committee 2013-2017 Doctoral Admissions Committee 2013-2014 ELL/SPED Search Committee Chair 2013 ECS Dissertation of the Year Committee 2013 Doctoral Colloquium Workshop Organizer Community/K-12 Outreach A. Clark County School District 2017 Oversight Committee, English Language Learner Master Plan 2015 Tom Williams Elementary, Curriculum Evaluator for academic language, Professional Development 2014-2015 ZOOM Project Evaluator (principal preparation to

lead EL instruction; teachers’ preparation to teach language and literacy to ELs.

2014-2015 ZOOM K-3 ELL literacy professional development (academic oral language, vocabulary, reading comprehension)

2014 UNLV/CCSD Summit Roundtable Facilitator 2013-2014 Work Stream Committee Member 2013-2014 Paradise Elementary School, CCSD

● Program Evaluator ● Extensive professional development

(academic language) ● Coaching teachers (academic language

instruction)

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● Co-presenting at national conferences 2013 Textbook adoption Committee Member B. CSUN Preschool 2013-2014 Professional development trainings (4) for teachers and administrators (language and literacy) C. Acelero Head Start 2013-2014 Professional development trainings (2) for administrators

Professional development trainings (4) for all teachers (language and literacy)

D. Innovations International Charter School 2014 Professional development training for teachers (academic oral language, vocabulary) E. Community 2014 ELLA Virsity Workshop Organizer 2013 Downtown Achieves Committee Member 2008-2011 Coordinator, Food For Families, Milam Elementary F. Other Agencies Reviewer, Lincy Policy Brief Guest Speaker, K-12 Funding Task Force CERTIFICATION: Classroom Assessment Scoring System (K-3) Classroom Assessment Scoring System (CLASS-PK) Texas Mid-Management Certificate Texas Early Childhood Texas Bilingual ESL (lifetime) Texas Spanish (lifetime) Texas Reading (lifetime) LANGUAGES: English and Spanish PROFESSIONAL ORGANIZATIONS Council for Learning Disabilities American Educational Research Association American Association of Applied Linguistics Council for Exceptional Children Teachers of English to Speakers of Other Languages California Association of Bilingual Educators Texas Elementary Principals and Supervisors Association Texas Association of Bilingual Educators Textbook and Academic Authors Association Association of Teacher Education