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CSR eduCation ConSulting fiRm, llC
dR. CaRolyn S. Reedom
3665 east Quail avenuelas Vegas, nevada 89120
702-339-3977reedomcs@cox.net
PresentationsWorkshops
on-site Consulting Keynote SpeakingCollege Courses
CSR
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intRoduCtion
D r. Carolyn S. Reedom has been
an administrator for 28 years at
the secondary and elementary
school levels for the Clark County School District in
Las Vegas, Nevada. She has served as the assistant
superintendent in charge of elementary schools in the
Southeast Region for the fifth largest school district in
the nation. Dr. Reedom is credited with successfully
turning around two failing schools and taking two
schools to the top of the school district’s academic
ranking. While serving as principal of Estes McDoniel,
the school ranked #1 in student achievement for 10
consecutive years. When Dr. Reedom opened John
C. Vanderburg Elementary School, at the end of the
second year, Vanderburg became the first school in
the Clark County School District to be designated by
the State of Nevada as a High Achieving School. She
and her schools have been featured in educational
journals and she has been the subject of more than 100
newspaper articles. A marine laboratory established
at Estes McDoniel School and a biosphere housing a
rain forest biome at John C. Vanderburg School have
received local, state, and national recognition.
Dr. Reedom owns her own consulting firm
and has done consulting work for Lee Canter and
Associates, the Education Company, Science Weekly
Magazine, Training Unlimited, and school districts
across the country. She is married and has a daughter
who is also an educator, and a son who is a stock
trader. Dr. Reedom has a passion for direct involvement
with the education of children through effective school
leadership.
dR. CaRolyn S. Reedom
I just wanted to let you know that Dr. Reedom was a very big hit here in Oklahoma City. I was very
pleased as were my supervisors about this training. All of my evaluation forms were excellent. I
hope to bring Dr. Reedom back to this area.
— Candi RobinSon, State dePaRtment of oKlahoma
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In addition to Dr. Reedom’s many accomplishments and honors, on September 12, 2006, the Clark County
Board of School Trustees voted to name a new elementary school in her honor. The Carolyn S. Reedom Elementary
School opened on August 25, 2008.
Dr. Reedom is a National Distinguished Principal selected by the U.S. Department of Education and the Nation-
al Association of Elementary School Principals; recipient of the Woman of Achievement Award in Education presented
by the Las Vegas Chamber of Commerce; and recipient of the Outstanding School Administrator Award presented by
the Las Vegas Alliance of Black School Educators. Dr. Reedom is an adjunct professor at UNLV and a visiting professor
for several universities.
Carolyn S. Reedom Elementary School is located at 10025 Rumrill in Las Vegas, Nevada in the Clark County School District. The school’s dedication was held on May 7, 2009.
CaRolyn S. Reedom elementaRy SChool
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objeCtiVe
To provide educational consulting services to companies, organizations, and school districts at all levels. PeRSonal attRibuteS
Visionary and innovator
Dynamic speaking ability
Outstanding interpersonal skills
Educational experience at the elementary, secondary, and college levels
Administrative experience at elementary, secondary, and central office
Exemplary administrative leadership abilities
Featured in local, state, and national news journals and local, state, and national educational journals
Successful as an effective team builder
Highly knowledgeable and passionate about curriculum and educational leadership
Schools consistently ranked #1 in student achievement
Professionalism, integrity and commitment
dR. Reedom’S ReSumé
Dr. Reedom’s passion for quality education and her high expectations for teachers and students
have motivated me to become a better administrator.
— tina aCKeR, PRinCiPal
WoRK exPeRienCe 1998 - PresentPresident, CSR Education Consulting FirmNational and International Consultant
2000 – 2005Southeast Region Assistant Superintendent Clark County School District, Las Vegas, Nevada
1977 - 2000Elementary School PrincipalClark County School District
1975 - 1977High School Assistant PrincipalClark County School District
1974 - 1975Dean of StudentsClark County School District
1973 - 1974Graduate AssistantEducational Administration Dept. University of Nevada, Las Vegas
1970 - 1973 Elementary School Teacher Clark County School District
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Emphasis is placed upon building a positive relationship between the school and the home. Teachers and administrators are given the strategies to effectively communicate with parents so that they can work together toward the best possible education for their children. Emphasis is placed upon confident and professional communication through phone contacts, letters, and conferencing, as well as ensuring parental support for homework, academic, and behavioral problems.
Increased student achievement and attendanceIncreased attendance at parent conferences and support for teachers’ academic and behavior effortsIncreased number of positive parent/teacher contacts and partnerships for student achievementReduction in negative parent interactionsIncrease in homework completion and attendance and parent support for school activitiesIncreased teacher empowerment through newly acquired skills for working with parentsImproved student behavior with parental support for the classroom behavior management plan
StRategieS foR CommuniCating and WoRKing effeCtiVely With PaRentS to gain theiR Commitment, inVolment and SuPPoRt
PReSentation & WoRKShoP deSCRiPtionSRanging fRom one houR, to a Six-houR full day WoRKShoP
I implemented the skills Dr. Reedom
taught in her seminar and this has
changed my life as a teacher.
— CoRi ZelleR, teaCheR
In my 30 years as an educator,
Dr. Reedom’s workshop was the
best I have ever attended. It was
captivating and timely. It was just
what we needed.
— dee bennett, PRinCiPal, Seminole
PubliC SChoolS, oKlahoma
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Techniques to reach the defiant, challenging, and unresponsive students are the primary focus of this program. Teachers are given proactive intervention strategies to increase student success, self-esteem, and ability to resolve conflicts. They will learn how to build positive relationships with difficult students, gain support from their parents and reverse their downward spiral toward failure.
Increased student achievement and attendance Decrease in office referrals for students with a pattern of behavior problems Increase in positive teacher contact with parents of difficult students Reduction in student/teacher confrontations Decrease in use of severe consequences with difficult students Increased on-task behavior of difficult students Increased academic focus/efforts by students who have lacked motivation Reduction in student suspensions/expulsions
SuCCeeding With diffiCult, Challenging and unmotiVated StudentS
PReSentation & WoRKShoP deSCRiPtionSRanging fRom one houR, to a Six-houR full day WoRKShoP
Dr. Reedom’s sense of humor and stories combined with the teaching of skills and
strategies made this one of the best presentations I have ever attended.
— donna baRbeR, PRinCiPal
This program shows teachers how to prevent classroom behavior problems by teaching students how to behave throughout the school day and by positively recognizing them when they do. It also teaches specific intervention techniques to stop problems from escalating. A safer and more positive school climate is a direct result of this program.
Increased student achievement and attendance Safe and orderly school environment Reduction of disruption in the classroom and increased student on-task behavior Increased number of positive interactions between teachers and students Reduced number of negative interactions between teacher and students Consistent school-wide behavior management plan Administrator has increased time for instructional leadership Fewer referrals to the office Reduction in suspensions and expulsions
effeCtiVe behaVioR management
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As an assistant superintendent in charge of elementary schools in the Clark County School District, (5th largest in the nation) participants will be provided with the ten most important elements necessary to lead schools to excellence. Since we know that teacher effectiveness has the greatest impact on student achievement, emphasis will be placed on how this impacts learning. Participants in this session will be provided with effective strategies to change the behaviors of recalcitrant, reactive, ineffective teachers.
Increased student achievement Increased student attendance Identifying the behaviors of reactive and proactive teachers Consistently implementing effective strategies to change the behaviors of ineffective teachers Successful implementation of the ten essential elements necessary to lead schools to excellence
leading SChoolS to exCellenCe
Traditionally, science is the most neglected discipline at the elementary grades, but it is the field with the highest demand. Learn how every elementary teacher can effectively integrate science into their instructional program. Elementary teachers and principals who wish to stimulate their students’ interests and enhance their own skills in teaching science and literacy should attend this presentation to get an introduction to a curriculum supplement that offers an interdisciplinary and inquiry approach to enhance teachers’ knowledge and skills in teaching science and literacy. Experience science topics written at six reading levels (K-6) and, through a series of hands-on activities, integrates reading, writing, science, math, and technology.
Increased student achievement and attendanceEffective student/teacher relationshipsIncreased student/teacher engagement Strong foundation in science using process skills approach
diffeRentiated, integRated aPPRoaCh to SCienCe and liteRaCy
PReSentation & WoRKShoP deSCRiPtionSRanging fRom one houR, to a Six-houR full day WoRKShoP
Dr. Reedom addresses the areas of classroom management, climate,
diversity, parent involvement, and motivation using modeling, role
playing, and guided discussion to help our staff change the way they work
with students and their parents. I have been told by new teachers and
veteran teachers of 20+ years that this training was the best they have
experienced. It is relevant and right on.
— KatheRine billington CooRdinatoR of Staff deVeloPment
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PReSentation & WoRKShoP deSCRiPtionSRanging fRom one houR, to a Six-houR full day WoRKShoP
The presenter will share effective teaching strategies to ensure access and equity in mathematics instruction for every child. The mathematics conceptual framework, classroom instructional model, student/teacher relationships, and elements of an effective lesson will be discussed.
Increased student achievement and attendanceEffective student/teacher relationships Increased teacher and student engagement Strong foundation in mathematics with long-term memory of concepts Understanding and implementation of balanced/comprehensive mathematics instruction Implementation and understanding of the components of an effective mathematics lesson
aCCeSS and eQuity in mathematiCS inStRuCtion
Due to the fact that Dr. Reedom successfully turned around two failing schools, she was
contracted to support and help our school to make gains. As a first year principal, I found
her services to staff, community, and myself invaluable. Her work sessions on effective
classroom management, getting parents to support schools, assessment and feedback,
and addressing staff to come to grips about having and maintaining high expectations
for all students and themselves, have proven to be very empowering.
— judy bRyant, PRinCiPal, milKen aWaRd WinneR
Effective Parenting for Academic Success This is a 1or 2-hour workshop for parents. The focus of this workshop will be on effective parenting skills to help parents become more committed to their children's education, and they will learn that they are the key to their children's success in school. Parents will learn how to:
• Create a successful learning environment at home. • Eliminate arguments between the parent and child. • Ensure parental expectations are enforced and consistently followed by the
child. • Help the child develop life-long study skills. • Ensure the child's success in school by changing negative attitudes into
positive attitudes. • Get homework finished on time. • Take the grief, frustration and tears out of homework.
On-Site Consulting The purpose of on-site consulting is to conduct classroom observations to ensure strategies taught in classroom management workshops are being implemented with success. The consultant will provide one-on-one coaching with immediate feedback to the teacher. Modeling of effective strategies in the classroom will be provided as appropriate. “With classroom observations, modeling, and one-on-one coaching with immediate feedback; we found that our teachers made great gains in the area of classroom management”. Sara Marcum, Teacher Mentor Resource Specialist Phoenix Elementary School District
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dR. Reedom in national PubliCation
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dR. Reedom in eduCational jouRnalS
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dR. Reedom in the neWS
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teStimonial
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teStimonial
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