Terese Carmen Aceves 1, Ph.D. 2

Transcription

1 Terese Carmen Aceves 1, Ph.D. 2 Loyola Marymount University 1 LMU Drive University Hall, Suite 1500 Los Angeles, CA (310) (office) taceves@lmu.edu EDUCATION Doctorate, Special Education, Disability, and Risk Studies June 2004 University of California, Santa Barbara Masters Degree in Education / Emphasis in School Psychology August 2003 University of California, Santa Barbara Masters Degree in Education / Emphasis in Special Education December 1999 Loyola Marymount University Bachelor of Arts in Psychology August 1992 University of California, Berkeley UNIVERSITY TEACHING EXPERIENCE (8/04 present) Associate Professor, Loyola Marymount University, L.A., CA. Courses: Assessment, IEP Development, Foundations in Special Education, Teaching and Assessing Students with Mild/Moderate Disabilities, Seminar in Instruction & Learning. (09/03 06/04) Adjunct Faculty, California State University, Channel Islands, CA. Courses taught: Individuals with Disability in Society, Assessment of Students with Disabilities. (06/03 08/03) Co-Instructor, University of California, Santa Barbara, CA. Course taught: Contemporary Special Education. (02/03 4/03) Instructor, University of California, Santa Barbara, CA. 1 Former name was Terese. C. Jimenez 2 CV last updated 04/02/12

2 UC Extension Course taught: Language Acquisition and Development. (Fall 2003) (Fall 2002) (Fall 2002) Guest Lecturer, University of California, Santa Barbara, CA. Course: Consultation & Collaboration with Families and Professionals. Guest Lecturer, University of California, Santa Barbara, CA. Course: Introduction to Special Education. Guest Lecturer, California State University, Channel Islands, CA. Course: Second Language Acquisition. (09/01 12/01) Teaching Assistant, University of California, Santa Barbara, CA. Course: Psychoeducational Assessment. RESEARCH EXPERIENCE (2008 present) Principal Investigator, Project REAL, U.S. Department of Education, Office of Special Education Programs. (01/10 - present) Principal Investigator, Fiesta Parent Training Project, Loyola Marymount University, CA. (01/12 present) Principal Investigator, Special Education Parent Advocacy, Loyola Marymount University, CA. (08/07 05/08) Principal Investigator, Project Teacher Talk, Loyola Marymount University, CA. (08/04 05/06) Research Coordinator, Project CASELINKs, Loyola Marymount University, Los Angeles, CA. (08/05 05/08) Research Consultant, PLUS Project: Promoting Literacy in Urban Schools, California State University, Los Angeles, CA. (09/01 06/04) Family Component Coordinator and Project Researcher, Project La Patera, Center for the Advanced Study of Individual Differences, University of California, Santa Barbara, CA. Principal Investigator: Michael Gerber, Ph.D. (02/03 07/04) Graduate Instructor / Contributor, CASETrainer Project University of California, Santa Barbara, CA. Principal Investigator: Michael Gerber, Ph.D., & Judith English, Ph.D.

3 (09/01 06/02) Graduate Researcher, Project Turning Points University of California, Santa Barbara, CA. Principal Investigator: Gale M. Morrison, Ph.D. (10/00 09/01) Graduate Researcher, Challenge I Research Project University of California, Santa Barbara, CA. Principal Investigator: Michael Furlong, Ph.D. (07/93 12/96) Graduate Researcher, Graduate School of Education Loyola Marymount University, Los Angeles, CA. Supervising Researchers: Victoria Graf, Ph.D., Brian Leung, Ph.D., Renee McDonough, Ph.D. (Spring 95 & 96) Graduate Researcher, Making Change Happen University of California, Los Angeles, CA. Principal Investigators: Claude Goldenberg, Ph.D. & Ron Gallimore, Ph.D. Supervising Researcher: William Saunders (01/90 06/92) Undergraduate Researcher, Institute of Human Development, Infant Studies University of California, Berkeley, CA. Principal Investigator: Joseph J. Campos, Ph.D. (07/91 09/91) Student Intern, Neuropsychiatric Institute, Early Childhood Program University of California, Los Angeles, CA. Program Coordinator: V. Ellen Richey, M.A., M.S. PROFESSIONAL ACTIVITIES (2011 present) Executive Board Member, Division for Research, Council for Exceptional Children. (2011 present) Chair, Division for Research, Diversity Committee, Council for Exceptional Children. (2011 present) Publications Committee Member, Division for Learning Disabilities, Alerts Publications, Council for Exceptional Children. (2012) Consultant/Trainer, IRIS Center. (National center for special education resources for inclusion). (2005 present) Program Consultant/Trainer, Training Individuals for Grassroots Educational Reform, Special Education Advocacy Parent Program, Learning Rights Law Center.

4 (2011) Consultant, New York, Department of Education, Professional Development Series, English Language Learners and Response to Intervention. (2009, 2010) Institute Program Coordinator, Annual Institute for Educational Professionals, Fiesta Educativa. (2010) Consultant, Expert Panel for the Development of Spanish Language Publications for Families Project, National Institute of Literacy. (2009, 2010) Consultant, Early Intervention & Progress Monitoring in Reading, Co-Teaching Model, Westside Neighborhood School. (2006, 2007) Program Reviewer, English Language Learners and Special Education Programs, Commission on Teacher Credentialing. ( ) Program Coordinator, Achieving Partnerships: Pairing LMU Students with Special Educators (APPLE), Loyola Marymount University, Los Angeles, CA. ( present) Proposal Reviewer, Annual Conference, Learning Disabilities and English Language Learner Strands, Council for Exceptional Children. ( present) Manuscript Reviewer, Reading & Writing Quarterly ( present) Manuscript Reviewer, Teacher Education Quarterly (2009 present) Manuscript Reviewer, Learning Disabilities: Research & Practice (2007) Manuscript Reviewer, Learning Disability Quarterly ( ) Manuscript Reviewer, Review of Educational Research ( ) Manuscript Reviewer, American Educational Research Journal (2005) Manuscript Reviewer, International Journal of Learning ( ) Publications Committee Member, Division of Learning Disabilities, Council for Exceptional Children. (2003, ) Proposal Reviewer, American Educational Research Association Annual Conference, Special Education, Special Interest Group. (2004) Proposal Reviewer, California Association for Bilingual Education Annual Conference, Special Education Strand. ( ) Graduate Student Representative & Board Member, Gevirtz Graduate School of Education Alumni Association, University of California, Santa Barbara.

5 PROFESSIONAL EXPERIENCE (PREVIOUS) (09/03 06/04) Student Teacher Supervisor, California State University, Channel Islands, CA. Special Education Program. (09/01 07/04) School Psychology Intern, Oxnard School District, Oxnard, CA. Schools: Driffill Elementary School and Fremont Middle School. (10/00 06/01) School Psychology Intern, Goleta School District, Goleta, CA. School: La Patera Elementary School. (06/96 07/00) Bilingual Resource Specialist, Lennox School District, Lennox, CA. School: Jefferson Elementary School, special education (Kindergarten 5 th grade). (08/95 02/96) Student Teacher, Lennox School District, Lennox, CA. Schools: Jefferson Elementary School and Lennox Middle School. AWARDS, FELLOWSHIPS, & GRANTS ( ) J.P. Morgan Chase Award, Fiesta Educativa Project, $50,000, $75,000, $100,000. (2012) LMU Academic Technology Grant, $6,000. (2010) Justice in Education Award, Learning Rights Law Center (2008-present) U.S. Federal Personnel Preparation Grant, $500,000 (2007, Spring) Loyola Marymount University, Junior Faculty Fellowship (2006) California State University, Los Angeles, Subcontract Award ( present) Loyola Marymount University, Summer Research Grants. ( ) Linguistic Minority Research Institute, Project La Patera s Family Component Grant, co-written with Michael Gerber Ph.D., ($20,000). (2003) Grant Fellowship, UC Santa Barbara. (2003) Fee Fellowship, UC Santa Barbara. (Spring 1996) Kappa Delta Pi, Graduate Student of the Year, Loyola Marymount University.

6 ( ) Federal Research Grant, Loyola Marymount University. ( ) National Hispanic Scholarship Fund. BOOKS Haager, D., Aceves, T. A., & Klingner, J. K. (2010). How to Teach English Language Learners: Effective Strategies from Outstanding Educators. San Francisco, CA: Jossey-Bass. Jiménez, T. C., & Graf, V. L. (Eds.) (2008). Education for all: Critical Issues in the Education of Children and Youth with Disabilities. Jossey-Bass Publishers. INVITED MANUSCRIPTS Jiménez, T. C., & Windmueller, M. (2009) Teaching Early Reading to English Language Learners (ELL) in C. Richards & J. C. Leafstedt (Eds.), Early Reading Interventions: Strategies and methods for Struggling Readers. Allyn & Bacon. Jiménez, T. C., & Haager, D. (2009) Teaching Early Reading for Students with Learning Disabilities (LD) in C. Richards & J. C. Leafstedt (Eds.), Early Reading Interventions: Strategies and methods for Struggling Readers. Allyn & Bacon. Jiménez, T. C. (2006). Special education for culturally and linguistically diverse learners. Position Statement for the California Association for Bilingual Education, Multilingual Educator. PUBLICATIONS / MANUSCRIPTS Solari, E. J., Aceves, T. C., Higareda, I., Richards, C., Filippini, A., Leafstedt, J., Gerber M.M. (In press) Longitudinal Prediction of 1 st and 2 nd Grade English Oral Reading Fluency in English Language Learners: Which early reading and language skills are better predictors?. Paper submitted to Psychology in the Schools. Aceves, T. C., Solari, E. J., Branum-Martin, L., Gerber, M. M., Filippini, A., Richards-Tutor, C., Leafstedt, J. M. (In Submission) Home literacy practices within Latino families and children s early reading outcomes. Paper submitted to Early Childhood Research Quarterly. Aceves, T. C. (In Press). Integrating universal design for learning in a special education teacher preparation program. Published conference proceedings for the International Conference on the Future of Education. Richards-Tutor, C., Solari, E.J., Leafstedt, J.M., Gerber, M.M., Fillipini, A., & Aceves, T. C. (Under Review). Responsiveness to intervention for English learners: Examining methods for determining response and

7 nonresponse. Paper submitted to Assessment for Effective Intervention. Jiménez, T. C., Graf, V. L., & Rose, E. (2007). Gaining access to general education: The promise of Universal Design for Learning. Issues in Teacher Education: Special Issue, 16, 2, Jiménez, T. C., Gerber, M., Hough, S., & English, J. (2006). Training teachers to educate students with disabilities: A problem-based approach. The International Journal of Learning, 12(7), Jiménez, T. C., Filippini, A., & Gerber, M. (2006). Increasing children s oral language skills through primary language joint storybook reading. Bilingual Research Journal, 30(2), Gerber, M., Jiménez, T. C., Leafstedt, J., Richards, C., & Villaruz, J. (2004). English reading effects of small-group intensive intervention in Spanish for L-1 English learners. Learning Disabilities Research & Practice, 19(4), Furlong, M. J., Sharkey, J. D., & Jiménez, T. C. (2003). School violence, Adolescence. In T. P. Gullotta & M. Bloom (Eds.), Encyclopedia of Primary Prevention and Health Promotion. New York: NY. Gerber, M., English, J., Richards, C., & Jiménez, T. C. (2003). Cross-language effects of intensive phonological intervention for Spanish-speaking kindergarteners at risk for reading failure in English: A longitudinal investigation of early reading outcomes. Paper presented at the conference for Society for the Scientifc Study of Reading: Boulder, CO. Jiménez, T. C., English, J., Gerber, M., Leafstedt, J., & Denney, M. (2002). The second year of a survey on home and literacy practices of at-risk English language learners (Technical Report 102). Santa Barbara, CA: University of California, Santa Barbara, Institute for Social Behavioral and Economic Research, Center for Advanced Study of Individual Differences. Jiménez, T. C., & Gerber, M. (2004). Project La Patera s storybook reading video. University of California, Santa Barbara, Institute for Social, Behavioral and Economic Research, Center for Advanced Study of Individual Differences. Jiménez, T. C., Gerber, M., Solari, E., & Denney, M. (2004). Project La Patera s family survey. University of California, Santa Barbara, Institute for Social, Behavioral and Economic Research, Center for Advanced Study of Individual Differences. Jiménez, T. C., Leafstedt, J., & Gerber, M. M. (2001). Characterizing the language ability of at-risk English language learners (Technical Report 108). Santa Barbara, CA: University of California, Santa Barbara, Institute for Social, Behavioral and Economic Research, Center for Advanced Study of Individual Differences.

8 Jiménez, T. C., Leafstedt, J., & Gerber, M. M. (2001). An item analysis of La Patera s measures of phonological awareness (Technical Report 104). Santa Barbara, CA: University of California, Santa Barbara, Institute for Social, Behavioral and Economic Research, Center for Advanced Study of Individual Differences. Richards, C., Leafstedt, J., Gerber, M., Jiménez, T. C., & Filippini, A. (2004). La Patera Phonological Awareness Tests (LP-PAT). University of California, Santa Barbara, Institute for Social, Behavioral and Economic Research, Center for Advanced Study of Individual Differences. EVALUATIONS Aceves, T. C., & Wicks, J. (2010 & 2011). Evaluation of a Parent Training Program: Executive Summary. Fiesta Educativa. MEDIA Jiménez, T. C., Kambiz, E., Gerber, M., & English, J. (2003). Storybook reading strategies training video for Spanish speaking families. University of California, Santa Barbara, Institute for Social, Behavioral and Economic Research, Center for Advanced Study of Individual Differences. CONFERENCE PRESENTATIONS Supporting Special Education Advocacy with Latino Families, Pacific Rim International Conference on Disability and Diversity, Honolulu, HI, Community-Based Special Education Advocacy: Latino Parents Leading the Way Pacific Rim International Conference on Disability and Diversity, Honolulu, HI, Integrating Universal Design for Learning in a Special Education Teacher Preparation Program The Future of Education, Florence, Italy, Incorporating Evidence-Based Practices and Clinical Experiences in Special Education Teacher Preparation: Addressing Complex Contextual Teaching U.S. Department of Education, Office of Special Education Programs, Project Director s Conference, Washington, D.C., Home Literacy Practices of Spanish-Speaking Families and Children s Early Reading Outcomes, Pacific Coast Research Conference, San Diego, CA, Collaboration in Program Redesign and Implementation: Critical Conversations Across the Country, U.S. Department of Education, Office of Special Education Programs, Project Director s Conference, Washington, D.C., 2010.

9 Predicting Risk Status on first grade English oral reading fluency in English language learners, Learning Conference, Barcelona, Spain, The Home Literacy Practices of Latino Families: Predicting Reading Achievement, American Educational Research Association (annual conference), New York, NY, The I of RTI: Effective Reading Intervention for Struggling Readers, Council for Exceptional Children Annual Conference, Boston, MA Preparing Professionals to Better Serve Diverse Learners with Autism and their Families, Council for Exceptional Children Annual Conference, Boston, MA Responsiveness to Intervention with English Learners, Pacific Coast Research Conference, San Diego, CA, Interventions for Reading Success in Response-to-Intervention Approach, Council for Exceptional Children Annual Conference, Louisville, KY Reading Research and English language learners: Examining assessment issues, student outcomes, teacher responsiveness, and intervention implementation, Pacific Coast Research Conference, San Diego, CA Assisting Culturally and Linguistically Diverse Families to Become Advocates for Children with Disabilities, Leadership for Equity and Excellence: Transforming Education Conference, NCCRESt, Washington, DC Increasing Language and Literacy Skills for Children with Disabilities, Los Angeles Unified School District, Parent Resource Network Presentation, Loyola Marymount University, Los Angeles, CA, Developing, Implementing and Evaluating Interactive Multi-Media, Problem-Based- Learning Cases: Experiences from Cross-Campus Collaboration, Council for Exceptional Children, Teacher-Education Division Conference, San Diego, CA Hands-on Special Education Self-Advocacy Training, Los Angeles Learning Disabilities Association Conference, Burbank, CA Reading Instruction for English Language Learners: How to Effectively Assist Your Struggling Readers, Council for Exceptional Children s Annual Conference, Salt Lake City, UT, (Invited Presentation) Education for ALL: Embracing the Education of Students with Disabilities, President s Day: A Homecoming for the Mind, Loyola Marymount University, Los Angeles, CA, (Invited Presentation)

10 Interactive Multi-Media, Problem-Based-Learning Cases: Experiences Across Multi- University Settings, International Conference on Problem Based Learning, Lima, Peru, Supporting the Instruction of Young English Learners: A Focus on Early Intervention, Latinos and Education Speaker Series, Harvard Graduate School of Education, Boston, MA., October, (Invited Presentation) Preparing Professionals to Better Serve Diverse Learners with Special Needs, California Consortium for Professional Education and Development Conference, Camarillo, CA., April, 2005, May, Education for ALL: Commemorating 30 Years of P.L , California State Council for Exceptional Children Annual Conference, Garden Grove, CA, The Relationship Between Language and Home Literacy Experiences and Critical Early Reading Skills in English Learners, Pacific Coast Research Conference, San Diego, CA An Analysis of Change in Children's Productive Language During a Storybook Reading Intervention with Latino Families, American Educational Research Association, Montreal, Canada Increasing Language and Comprehension Skills Through Collaborative Storybook Reading with Young At-Risk Readers, California Association for Bilingual Education, Los Angeles, CA The Lexical Restructuring Model: How the Primary Language Impacts English Reading Development in English Learners, Society for the Scientific Study of Reading Annual Conference, Amsterdam The Impact of Family Literacy Practices on the English Reading Development of English Learners, Linguistic Minority Research Institute Conference, Santa Barbara, CA Three-Year Longitudinal Data of Phonological Awareness and Reading Skills of English Learners, Pacific Coast Research Conference, San Diego, CA Sharing Responsibility for Learning to Read: An Analysis of Family Survey Component Factors & Phonological Performance of EL Early Readers, American Educational Research Association Annual Conference, Chicago, IL Pre-Referral Reading Strategies for At-Risk English Learners, Council for Exceptional Children Annual Conference, Seattle, WA

11 Families Supporting Literacy at Home: A Look at the Home Literacy Practices of At- Risk Beginning Readers, National Association for Bilingual Education Annual Conference, New Orleans, LA A Critique of School Violence and Safety Measures, California Association for School Psychology Annual Conference, Sacramento, CA Characterizing the Language Ability of At-Risk English Language Learners, American Educational Research Association Annual Conference, New Orleans, LA The Value of Intensive Phonological Intervention for Spanish-Speaking First Graders At-Risk for Reading Failure in English, Linguistic Minority Research Institute Annual Conference, Berkeley, CA An Item Analysis on La Patera s Bilingual Measures of Phonological Awareness, Pacific Coast Research Conference, San Diego, CA The Bilingual Paraprofessional in the Bilingual Special Education Classroom: Instructional, Support, and Primary Language Issues, CEC/DDEL Symposium on Culturally and Linguistically Diverse Exceptional Learners, New Orleans, LA Student Teachers and Master Teachers: Implementing the Optimal Learning Environment (OLE) with Bilingual Exceptional Students, Multicultural/multilingual, Special Education Conference, Long Beach, CA CREDENTIALS AND CERTIFICATES California Resource Specialist Credential, California Multiple Subjects Teaching Credential, California Special Education Teaching Credential, Learning Handicapped, Certificate in Bilingual, Cross-Cultural, Language and Academic Development (BCLAD), PROFESSIONAL AFFILIATIONS Council for Exceptional Children (CEC), Member American Educational Research Association (AERA) California Association for Bilingual Education (CABE) LANGUAGES English & Spanish (verbal and written fluency)