CURRICULUM VITA Randyl M. Schelble

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1 CURRICULUM VITA Randyl M. Schelble WORK ADDRESS 440 East 100 South Salt Lake City, UT Phone: (801) HOME ADDRESS 4782 Bonair Street Salt Lake City, UT Phone: (801) EDUCATION Ph.D., Educational Leadership and Policy University of, August 2002 Master of Education, Special Education University of, August 1987 Bachelor of Science, English and Business Administration (Dual Major) Licensures: Administrative, Special Education (mild/moderate), Secondary Education (reading, English, political science, psychology, hisry endorsements) Westminster College of Salt Lake City, May 1972 SYNOPSIS OF MAJOR PROFESSIONAL EXPERIENCE Direcr, Exceptional Children Services, Salt Lake City School District, Salt Lake City, Major Responsibilities: Administrar for all special education programs, gifted and talented programs, and 504 administration. Provide leadership and direction in facilitating each of the programs with building principals and district departments. Responsible for budges, policies and procedures, conflict situations between parents and the school district. Supervisor of Special Education, Salt Lake City School District, Salt Lake City, Major Responsibilities: Administrar for all special education programs including preschool, elementary, secondary, and post-high.. Provide leadership and direction in facilitating special education programs with building principals including placement of self-contained programs, assignment of special education staff, and program evaluation of inclusive programs. Responsible for $24.5 million special education budget related special education programs. Mediate and provide administrative review for conflict situations between parents and the school district. Associate Direcr of Special Education, Granite School District, Salt Lake City, Major Responsibilities: Administrar for secondary special education programs including 16 junior high school, 9 high schools, and transition programs for school-based students. Provide leadership and direction in facilitating special education programs with building principals including placement of self-contained programs, assignment of special education staff, and program evaluation of inclusive programs. Responsible for $8.5 million special education budget related secondary programs. Mediate and provide administrative review for conflict situations between parents and the school district. July, 2006 Present March, 2003 June, 2006 July, 1999 March, 2003 Page 1

2 Program Specialist, Learning Resource Center, a CSPD grant funded by the State Office of Education, Salt Lake City, Major Responsibilities: Research, develop and provide professional development opportunities special and general educars in s 40 school districts. Areas of expertise: curriculum and instruction, secondary special education programs; transition planning for students with disabilities; collaboration with general education teachers and school administrars; and special education compliance with federal policies and state rules. State Office of Education/Special Education Services Administrative Intern Major Responsibilities: Facilitated two statewide IDEA 97 task forces Individualized Education Programs and Statewide Assessment that developed recommendations for the State Office of Education School Board. Member of IDEA 97 Steering Committee which was created make recommendations the USOE for the development of State Special Education Rules that align with IDEA 97 statute and federal regulations. Researched, integrated and compiled a draft of proposed State Special Education Rules based on the recommendations of 10 statewide IDEA 97 task forces and the IDEA 97 Steering Committee. Assistant Principal/Administrative Intern Salt Lake School District, Northwest Middle School, Salt Lake City, Major Responsibilities: Assisted in overall administrative responsibilities of school including supervision and evaluation of teachers, program evaluation, student discipline and reinforcement, school/community programs, and school budget. Supervised school faculty in development and implementation of a schoolwide inclusion plan that involved inclusion of self-contained students with behavior disorders, self-contained students with learning disabilities, self-contained students with intellectual disabilities, and resource students. Created level system for moniring students behavior and academic progress in an inclusive setting. Special Education Teacher, Granite School District, Cotnwood High School, Salt Lake City, Major Responsibilities: Served as Resource Department Chairperson, including supervision of teachers and paraeducars. Collaborated with administrars, general educars, parents and community stakeholders provide appropriate educational opportunities for students receiving special education services. Created and participated in co-teaching model. Developed and coordinated a collaboration/transition model for students with disabilities. Language Arts Teacher, Grades 3 8, St. Vincent School, Salt Lake City, Major Responsibilities: Taught Creative Writing classes, Grades 3-8. Determined appropriate pre-referral interventions and conducted independent cognitive and achievement assessment of identified students at the request of parents and/or teachers English Teacher, Granite School District, Granger High School, Salt Lake City, Major Responsibilities: Served as English Department Chairperson. Developed curriculum for a four-teacher rotation Sophomore English Program increase skill competency for tenth grade students in the areas of writing, reading, literature appreciation and oral expression. Oversaw budget for English Department including purchase of textbooks and supplies. November, 1992 June, 1999 September, 1997, June, 1998 January, 1998, June, 1998 September, 1986 November, 1992 September, 1985 June, 1986 September, 1972 June, 1976 Page 2

3 LEADERSHIP POSITIONS, PROFESSIONAL PRESENTATIONS AND PUBLICATIONS, HONORS AND AWARDS Honors and Awards 2003 Ben Bruse Distinguised Service Award, Council for Special Education 2002 Nominee for Dissertation of the Year, Division A, American Educational Research Association (AERA) Miln Bennion Fellowship, Department of Educational Leadership and Policy, University of 2001 Fellow for David White National Symposium on Educational Policy and Leadership, University Consortium of Educational Administration (UCEA) 1998 Outstanding Alumni Award, Department of Special Education, University of Granite School District s 1991 U.S. West s Teachers in Excellence Award 1989 Sears Roebuck Foundation Excellence in Special Education Programs. One of 20 teachers recognized by the National Association of State Direcrs of Special Education (NASDSE) for a transition program for students with disabilities. Memberships in Professional Organizations Leadership Activities Council for Exceptional Children subdivisions (CEC). Subdivisions TED, CASE, American Educational Research Association (AERA) University Council for Educational Administration (UCEA) Association of Supervision and Curriculum Development (ASCD) National Staff Development Council (NSDC) National Middle School Association (NMSA) Member of Advisory Committee for Menring and Induction Project (MIP), a project developed by the Council for Exceptional Children (CEC) through a grant of national significance funded by OSEP. Member of State of Individuals with Disabilities Education Act (IDEA) 97 Planning Committee; Chair of two statewide task forces Individualized Education Programs (IEPs) and Statewide Assessment and Performance Goals Indicars, Distinguished Educar for Title 1 School Support Teams, Present President of Federation Council for Exceptional Children (Elected Position), Chair of State Board of Education Advisory Council for Children with Handicaps (Elected Position) ; 3-year term from National Volunteer Chairperson for 1997 International Council for Exceptional Children Convention, Graduate of Menr Teacher Academy, 1994 Participant in State-Wide Assistance Team (S.W.A.T) Behavioral Intervention Program, Edir of s Exceptional News, a quarterly newsletter published by the Federation Council for Exceptional Children, Higher Education Teaching and Collaboration Experience: Field-based coordinar for Menring and Induction Project (MIP) grant in conjunction with Council for Exceptional Children, Adjunct Faculty, Department of Special Education, State University. Classes taught, SpEd 5320, Curriculum and Methods for Mild/Moderate Students with Disabilities and SpEd 5360, Assessment Page 3

4 and Evaluation for Mild/Moderate Students with Disabilities, 1998 Present Adjunct Faculty, Department of Educational Leadership and Policy, University of. Class taught, ELP 7960, Pro Seminar, Adjunct Faculty, Department of Special Education, University of. Classes co-taught: Principles of Learning and Assessment and Human Exceptionality, 1987 Present Participant in federally funded grants for teacher preparation and for university-bound learning disabled students high school programs through the University of Department of Special Education, Primary contribur of curriculum developed for national distribution for University Bound Learning Disabled Students programs, 1991 Field-based supervisor for University of Collaboration/Teacher Preparation Grant and model site school representative, Professional Presentations: Refereed Presentations at National Conferences/Symposiums: 2002, February: Office of Special Education Program (OSEP) CSPD Conference, Washingn, D.C. Session Topic: Menring and Induction: Three Perspectives. 2001, Ocber: National Urban Federation of School Districts, Kansas City, KS. Session Topic: A Better Beginning for New Teachers in Urban School Districts. 2001, April: American Educational Researchers Association, Seattle, WA. Paper presented: The Educar as Researcher: Does it take one know one? 2000, November: University Council for Educational Administration Annual Conference, Albuquerque, New Mexico. Paper presented: Leading the Work of Teacher Teams. 2000, Ocber: Northern Rocky Mountain Educational Research Association, Park City,. Session Topic: Writing a Qualitative Dissertation. 2000, Ocber: Northern Rocky Mountain Educational Research Association, Park City,. Paper Presentation: Collaboration in Action: The Work of Middle School Teacher Teams. 1998, November: 11th Annual Resource/Collaboration Symposium, William and Mary College Williamsburg, VA. Session Topic: Middle School Reform: Bridging the Transition from Elementary Middle School. 1997, April: Office of Special Education Programs (OSEP) Annual Meeting, Washingn, D.C. Session Topic: The Role of Advisory Panels in State Education Agencies. 1996, Ocber: 9th Annual Resource/Collaboration Symposium, William and Mary College Williamsburg, VA. Session Topic: College Bound Curriculum for Students with Disabilities. 1996, July: National Leadership Training, Council for Exceptional Children, Resn, VA. Session Topic: Leadership and Volunteerism. 1995, April: International CEC Conference, Orlando, FL. Session Topic: College Bound Curriculum for Students with Disabilities. 1994, December: National Staff Developers Council Annual Conference, Orlando, FL. Session Topic: Behavioral Trackers: Moniring Successful School Skills. 1994, April: International CEC Conference, Denver, CO. Session Topic: Behavioral Trackers: Moniring Successful School Skills. 1993, Ocber: National ASPIRE Conference, Park City,. Session Topic: The College Experience: A Viable Option of Learning Disabled Students. 1993, May: 11th Annual National Conference for Paraeducars in Education, Seattle, Washingn. Session Topic: Behavioral Trackers: Moniring Successful School Skills & 1993, June, August, Ocber, December: Southeast Kansas Education Service Center Summer Page 4

5 Institutes, Girard, KS. Full day presentations: Establishing an Effective Co-Teaching/Transition Model and Behavioral and Vocational Trackers: Effective Use of Paraprofessionals. 1991, August: 2nd Annual Summer Institute, Jackson, WY. Keynote Address: Empowerment of Teachers by Effectively Training Paraprofessionals. 1991, April: International CEC Conference, Atlanta, Georgia. Session Topic: Using Paraprofessionals Effectively Empower Teachers in Urban and Rural Schools. 1990, April: International CEC Conference, Toron, Canada. Session Topic: A Collaboration/Transition Model for Mild Moderate High School Students. Extensive State and Regional Presentations and Topics available upon request Page 5

6 Professional Publications Publications: Schelble, R. (2002). The influence of organizational identification on the development of professional community. Published docral dissertation. University of, Salt Lake City,. Fauske, J. and Schelble, R. (2002, in review). Learning communities in middle schools: Teacher teams and school level reform. Educational Administration Quarterly. Schelble, R. (1998, Winter). Addressing burnout: Beginning with small gains. An interview with Christina Maslach. Impact Journal, A publication by the Association of Secondary School Principals (UASSP), p Schelble, R. (1993, Summer). Behavior trackers: Moniring successful school skills. New Directions, 14 (3), p. 3. Edirial Responsibilities: Edir of the Special Educar, a bi-monthly journal published by the State Office of Education, Special Education Consortium. Monthly column and periodic feature articles Edir of Federation CEC Newsletter Page 6

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