LORI L BOLL
- Master of Arts, Special Education- University of Phoenix Online 2007
- Master of Arts, Reading Education- Cal State University, San Bernardino 1996
- Bachelor of Arts, Liberal Studies- Cal State University, Chico 1991
- Teaching Certifications: Special Education; Mild to Moderate Needs & Severe Needs to Profound Needs; State of Colorado, Multiple Subjects K-12; State of California
Special Education Experience
Intensive Needs Teacher, 2016- present, International School Bangkok
Worked closely with the administration to draft a proposal and present it to the board to open this new program. Spent one school year building capacity of all stakeholders; staff, parents, students, and community. Designed the classroom to support independence and building of life skills. Ordered curriculum and supplies to open the classroom. Took an active role in the admissions process for students and hiring process for instructional assistants, occupational therapist, and speech pathologist.
Opened the new classroom with six students ranging in age from four to nine with a variety of special needs. Trained new staff members on the types of students they are supporting and resources used to meet goals written on student IEP’s. Implemented curriculum and collected data. Ran weekly meetings with instructional assistants, OT, and SLP to discuss IEP goals, progress, challenges, and behavior. Ensured students were being educated in the Least Restrictive Environment and included with their typically developing peers as often as possible.
Learning Support Teacher, 2015- 2017, International School Bangkok
Worked closely with team members to co-plan, co-teach, and co-assess units of study. Planned curriculum using the Understanding By Design (UBD) learning design approach.
Academic Counselor, 2011-2015, Concordia International School, Shanghai, China
Worked with the Middle School Administration to design this new position. Monitored all middle school student grades, facilitated Care and Concern meetings, provided peer coaching with colleagues, maintained probation list, and ensured that all data was collected digitally. Worked closely with students and provided academic testing deemed necessary for future learning. Provided after-school organization and homework help to students and oversaw online support for children who were classified as Gifted and Talented. Developed new system for admissions testing for middle school students and maintained school tutor list.
Program Director/Teacher, 2007-2011 Essential Learning Group, Shanghai, China
Created individualized educational programs for children ages four through seventeen with a variety of special education needs including Dyslexia, Dysgraphia, Autism, Intellectual Disability, and Downs Syndrome. Administered multiple assessment tools. Collected data on a daily basis to monitor student progress. Managed a staff of fifteen assistants, provided one- on-one and large group training sessions for staff, and handled the program budget. Helped take the program from a small fledgling group to a full-scale school.
Learning Support Specialist, 2005-2007, Pine Lane Primary, Douglas County School District, Colorado
Case managed children on an Individualized Educational Program or considered at-risk for needing one, as part of Response To Intervention (RTI), mandated by the state of Colorado. Worked closely with a multi-disciplinary team including a school Psychologist, Counselor, Occupational Therapist, and Speech Therapist. Provided pull-out and push-in support to help accommodate student learning differences. Collaborated and co-taught with homeroom teachers as well as provided them with support and methods to ensure success with each student. Administered multiple assessment tools and collected data. Wrote and monitored Individualized Educational Programs for students.
Co-Founder, SHINE Academy, Shanghai, China 2011-2015
In need of a school for our autistic son, my husband and I, along with four others, built SHINE Academy. Drawing from the best international educational practices, SHINE Academy offered a unique, caring, and valuable instructional program for all children. Responsibilities included curriculum development, hiring staff, training staff, and acting as interim principal for a short period of time.
- Jakarta International School, Jakarta, Indonesia Teacher: 1st Grade, 4th Grade (2000-2002)
- American International School, Riyadh, Saudi Arabia Teacher: 4th Grade (1996-2000)
- Arroyo Verde Elementary School, Redlands, California Teacher: 3rd/4th Grade (1994-1996)
- Public School System, CNMI, Saipan Teacher: 2nd/3rd Grade (1992-1994)
Used a variety of approaches in the teaching of reading including guided reading, multi-sensory phonetic approach, personal reading, and fluency work. Administered multiple reading assessment tools to determine baselines and progress. Took advantage of running records to regularly assess students so as to better create flexible grouping.
Created a child-centered classroom utilizing shared inquiry, cooperative learning, product/project based instruction, and alternative assessment. Encouraged students to reflect on their own thinking and learning by developing rubrics and self-assessments. Incorporated a variety of teaching techniques including simulations and multimedia presentations.
EARCOS Teacher’s Conference
- Is This Normal or Could My Student Have a Learning Disability? Red Flags for Learning Disabilities in Early Childhood (2011. 2015)
- 10 Strategies that work for Learning Disabilities (2011, 2015)
- Executive Functioning and the Teenage Brain (2015)
- Touch Math (2015)
- Understanding Dyslexia (March, 2011)
- 10 More Strategies that work for Learning Disabilities (March, 2012)
- Sense and Sensibilities: An Insider’s View on Sensory Issues; a co-presentation with Dr. Stephen Shore, author of Autism For Dummies (March 2012)
- Autism Ask and Tell; a co-presentation with Dr. Stephen Shore (2015)
SENIA (Special Education Network in Asia)
- Touch Math
- Using Visual Strategies
- Technology Apps to support literacy learning
- Demystifying Autism
- How to start an Intensive Needs Classroom
- Signs of a Possible Learning Disability in Middle School Students
- Let’s Get It Together; Organizational Skills for Middle School Students
- Understanding an IEP
- Understanding Autism
- Using Visual Strategies
- The Teenage Brain and Executive Functioning
- Making Inclusion Happen: Four Keys to Differentiation- Bill and Ochan Powell, International School, Manilla
- Orton Gillingham Multi-Sensory Approach, Concordia International School, Shanghai
- Picture Exchange Communication System (PECS)- Amanda Reed, Autism Partnership, Hong Kong
- Touch Math Presenter Training, Janet Bullock, Colorado Springs, CO
- Assessment For Learning- Fay Brownlie, Concordia International School, Shanghai
- Understanding By Design, Dr. Elizabeth Rossini, International School Bangkok
- Social Thinking, Michelle Garcia Winner, Mont Kiara International School Malaysia
- Structured Teaching (TEACCH, UNC Autism Program), Parker, CO
Professional organization & Leadership
- SENIA (Special Education Network in Asia): Board Member and Organizer of SENIA 9
- NFI (Next Frontier Inclusion): Advisory Board Member
After School activities & Coaching
- Coaching Experience: JV Softball (Bangkok), Softball & Track (Saudi Arabia, Saipan)
- Best Buddies Faculty Advisor (Shanghai, Bangkok)
- Accreditation: Steering Committee (Saipan), Health Committee (Jakarta)
- Student Council Leader (Saipan)
- GATE Journalism Club Coordinator (California)
- After School Study Lab Coordinator (Saudi Arabia)
- Social Studies Textbook Adoption Committee (Saudi Arabia)
- After School Activities Teacher (Saudi Arabia & Jakarta)
- Earth Day Musical Director (Saudi Arabia & Jakarta)
- Dick Krajczar, Excecutive Director- EARCOS, 63-2-697-9170 Home: 63-928-507-4876
- Ochan Powell, Education Across Frontiers, firstname.lastname@example.org