Statewide report | Early childhood equity | Data-informed advocacy

I led the development and authorship of Left Behind Before Kindergarten, a statewide report examining inequities in access to preschool special education across New Hampshire. The project brought together district data, partner input, and systems analysis to highlight urgent gaps and identify practical, equity-centered opportunities for change.

• Analyzed access, availability, and disparities in preschool special education statewide

• Highlighted major findings on waitlists, public program access, and full-day service gaps

• Produced a report and executive summary to support advocacy, funding, and systems planning

Feasibility study | Early childhood planning | Community-informed systems design

I developed this feasibility study for Ashland Elementary School to assess the need, readiness, and options for launching a public preschool program. The study examined community demand, staffing capacity, facilities, partnerships, funding, and implementation considerations to support local decision-making.

• Assessed family demand, barriers to access, and program preferences

• Evaluated staffing, facilities, funding, and partnership opportunities

• Delivered practical recommendations to guide planning and next steps

District systems audit | Student transitions | Process improvement

This system-level review examined how students are supported as they move between grades, programs, and placements across the district. The project identified strengths, gaps, and inconsistencies in current transition practices and provided phased recommendations to improve clarity, predictability, and system reliability.

• Reviewed transition practices across key student transition points

• Identified gaps in role clarity, documentation, and follow-up systems

• Provided actionable recommendations to strengthen district-wide transition processes

Regional workforce study | Recruitment and retention | Staffing sustainability

I led this data-informed feasibility study for the West Central region to examine recruitment, retention, workload, and staffing conditions across special education roles. The report was designed to help district leaders make more informed decisions about workforce planning, sustainability, and equitable access for students with disabilities.

• Analyzed regional staffing pressures, vacancy trends, and workload concerns

• Identified barriers related to recruitment, retention, and role sustainability

• Offered recommendations to support workforce planning and regional collaboration

Collaborative study | Leadership planning | Governance and sustainability

This study explored shared-service and leadership collaboration options for SAU #3 and SAU #20 in response to leadership succession and long-term planning needs. The work included financial analysis, governance considerations, and stakeholder priorities to support thoughtful, data-informed decision-making.

• Evaluated potential shared leadership and administrative service models

• Reviewed costs, governance implications, and community priorities

• Delivered recommendations that balanced sustainability with local control

Implementation guide | MTSS | District systems support

I developed this district guide to support a clearer, more consistent approach to Multi-Tiered Systems of Support across academic, behavioral, and social-emotional domains. The guide was designed as a practical tool to strengthen shared understanding, data-based decision-making, and tiered support across the district.

• Clarified the district’s MTSS framework and core components

• Supported more consistent use of tiered interventions and data-based decision-making

• Created a usable planning and implementation resource for district teams