1. Cassandra Allen Holifield, PhD.
680 Highcrest Drive, Acworth, GA 30101
Home: 770-917-1257
Cell: 404-993-4601
Email: cassandra_allen@bellsouth.net
Linked-in: www.linkedin.com/in/drcassandraholifield
Objective:
 To obtain a leadership position in Special Education, School Improvement,
Professional Learning, or Program Management, managing, planning, and directing
a district, state, regional, national, or university Special Education/School
Improvement program inclusive of, but not limited to developing, implementing,
evaluating, and monitoring rigorous research-based instructional programming,
complying with federal IDEA and NCLB reporting requirements, compliance
monitoring, the dispute resolution process, contracts and budgets, and support
services through collaboration and cross-functional teaming, and other duties and
"I have had the pleasure of working responsibilities as required.
with Dr. Holifield for many years.
She is a true professional and works
to provide better educational Experience:
opportunities for students with
disabilities.”
North Metro GNETS, Atlanta, GA 2012 to Present
Director
 Perform duties and responsibilities as the educational leader of North Metro Georgia
Network for Education and Therapeutic Supports (GNETS) providing General
Supervision, oversight and effective implementation of the Individuals with
Dr. Alex Jordan, Director, SE
Disabilities Education Act, the No Child Left Behind Act, the Georgia Department
GLRS
of Education Special Education Rules and Regulations, and the Georgia Continuous
Improvement Monitoring Process that result in programmatic improvements,
services, support, safety, and increased instructional, behavioral, and wrap-around
services for the students served in the program
 Develop regulations and procedures pertaining to the operation of North Metro
GNETS in compliance with the Individuals with Disabilities Education Act, the
No Child Left Behind Act, and the Georgia Department of Education Special
Education Rules and Regulations
 Guide the North Metro GNETS leadership team, collaborative learning teams, and
individual teachers (through observation, modeling, and feedback) in best practices
that will directly lead to increased academic and behavioral achievement for
individual students served in the program using IEP goals and objectives, Common
Core Georgia Performance Standards (CCGPS), and College and Career Readiness
Performance Index (CCRPI) targets, and the Teacher Keys Evaluation System
(TKES), and the Leader Keys Evaluation System (LKES) to guide the monitoring
process
 Guide the GNETS leadership team and collaborative learning teams with the
development of structures and processes that support standards-based, job-
embedded, results-driven professional learning
 Develop and provide rigorous, relevant, and research-based job-embedded
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2. professional learning and on-going coaching and support based on data collection,
analysis, and planning and evidenced-based practices that improve academic and
behavioral performance for the students served in the GNETS program
 Provide comprehensive educational and therapeutic support services to students
“Dr. Holifield is an educational and their families who might otherwise require residential or other more restrictive
visionary, gifted author and a life- placements due to the severity of one or more of the characteristics of the disability
long learner. Her willingness to learn category of emotional and behavioral disorders (EBD) or Autism Spectrum
new technologies and apply them to
Disorders (ASD)
her field has been inspiring.
Cassandra is both a student and
teacher advocate who has  Oversee and manage the budget for North Metro GNETS
implemented creative solutions that
 Hire and supervise personnel and private consultants for the North Metro GNETS
have greatly impacted special needs
program
students. She may be one of the most
dedicated and hardest working
professionals I have met in my
career.” Metro Regional Educational Service Agency (RESA), Smyrna, GA 2011 to 2012
School Improvement Specialist (Special Education)
 Guide, coordinate, and provide onsite school improvement services to identified
schools within the Metro RESA geographic region
 Guide leaders in developing and sustaining a leadership team that is focused on
Dr. Tina Rooks, Educational continuous improvement in order to increase student achievement
Consultant, Turning
Technologies  Guide leaders, the leadership team, and collaborative learning teams with the
development of structures and processes that support standards-based, job-
embedded, results-driven professional learning
 Assist with the training and implementation of standards based teaching and
learning utilizing the Georgia Performance Standards (GPS) and other research
based instructional frameworks
 Provide leadership and support to individual schools with the planning,
development, implementation and monitoring of the school improvement process
(including school improvement plans, data analysis and all other school
improvement related activities)
 Guide the leadership team and collaborative learning teams in creating school
improvement plans that are action plans with measurable goals that guide the
leadership team and collaborative learning teams with implementing and
monitoring the GPS within standards-based classrooms
 Guide the leadership team, collaborative learning teams, and individual teachers
(through observation, modeling, and feedback) in best practices that will directly
lead to increased academic achievement for individual students and subgroups in
relation to AYP targets (ex. Special Education)
 Provide support and assistance to school based leadership teams and instructional
staff with the interpretation and use of school and student data (development and
implementation of action plans)
 Assist with the completion and submission of all district and state level reports
relative to the school improvement process
 Provide support to school based leadership with maximizing the use of all Title I,
Part A School Improvement Grant funds
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3.  Research, plan, and facilitate professional development for classroom teachers and
administrators who work with students with special needs in the area of standards-
based instruction, Response to Intervention, co-teaching, and behavior
management
 Assist with developing school improvement modules, materials and other support
for Title I schools and districts
 Provide training for Common Core Georgia Performance Standards
 Provide follow-up and coaching for professional learning opportunities
 Represent Metro RESA at professional conferences, meetings, state, and district
organizations
 Initiate new ideas, identify resources and share innovative information to improve
"...is extremely knowledgeable about RESA services
special education and professional
development......nurturing quality  Use technology to improve delivery of support to districts
that motivates even the most
unwilling to raise standards and  Identify and evaluate common areas of potential needs or where improvements
expand their minds." could be realized among multiple member systems
 Perform other duties as may be assigned by the Metro RESA Executive Director
Charlette Green, Director of Western Governors University, Salt Lake City, UT 2010 to 2011
Special Education, Cherokee
County Schools and Former Special Education & English Language Learning Product Manager
Education Program Specialist,  Managed and oversaw the overall quality and relevance of the Special Education and
Georgia Department of English Language Learning Academic Programs
Education  Reviewed the Bachelor and Master Special Education and English Language
Learning Program and analyzed student performance metrics to determine if the
degree, competencies, content, and learning resources were effective and efficient
 Collaborated with program specialists, field experts, and other WGU experts to
develop effective program competencies, domains, and learning resources, and
revised them when needed
 Analyzed student performance metrics and feedback that aided in the review and
revisions of programs and domains
 Coordinated with the Learning Resources and Course of Study Teams to ensure that
student-facing tools were identified or produced in a way that aligned with product
goals
 Conducted regular and ongoing evaluations of existing learning resources to ensure
they were current and that quality standards were maintained
 Maintained control of Special Education and English Language Learning Programs
and provided ongoing training to various WGU departments to ensure high
academic standards
 Served as an essential member of the WGU NCATE CEC team ensuring that the
WGU Special Education and English Language Learning academic programs were
aligned to their respective NCATE SPA Standards (CEC and TESOL)
 Worked closely with content experts, mentors, and learning community facilitators
to ensure that the curriculum, courses of study, and learning resources were of high
quality, engaging, and met the needs of students in the Bachelor and Master of
Special Education and English Language Learning Programs
 Measured product excellence as judged by student enrollments, retention, graduation,
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4. employer acceptance, and graduate success
Walden University, Minneapolis, MN 2011 to Present
Part-Time PhD Special Education Contributing Faculty
"...is a true professional in every  Supervise and assess student research
aspect. She is one of the few people I  Mentor doctoral and master-level adult learners to become effective scholar-
know who can multi-task with practitioners in education
details and obtain accuracy. She is  Serve as Dissertation Chair, University Research Reviewer, and/or Member of the
always on the cutting edge, knowing Dissertation/Thesis Committee
and implementing the latest research  Communicate with students and provide timely and effective feedback that helps
and best practices relative to special guide them through their thesis and/or dissertation
education policies and procedures at  Provide Knowledge Area Module (KAM) mentoring and instructional support
the local, state, and federal level...is  Teach, develop, and revise online courses
adamant about making data driven  Provide effective online instruction in all areas of Special Education, English
decisions when offering technical Language Learning, Response to Intervention (RTI), differentiated instruction,
support to administrators and behavior management, methods of instructing students with disabilities, and
teachers in low performing schools evaluation of tests and measurement, using various technologies and resources
aimed at increasing teacher  Participate in the University's national academic residency program
effectiveness and student outcomes.  Serve on faculty governance, curriculum, and academic policy committees as needed
She consistently demonstrates that she
has the knowledge, skills, and Georgia Department of Education, Atlanta, GA 2011 to 2012
abilities to meet the demands and Contract GaDOE Special Education Complaint Investigator
challenges to work in any work  Investigate written complaints regarding allegations of substance from an individual
setting with integrity and or organization within 30 days of notification
professionalism. She is an  Conduct an impartial investigation establishing relevant facts and timeline
outstanding educator, leader, and information within 30 days of notification
proven Project Management  Maintain confidentiality that is exchanged or received during the investigation
Professional. "  Protect all electronic data relevant to contract with firewalls and appropriate
safeguards that are consistent with current industry standards
 Submit a written report of facts and findings to the Georgia Department of
Education Division of Special Education Services and Support within the 30-day
investigation assignment
Dr. Doris Dickerson, Retired  Ensure that all services provided under the contract be performed in accordance
NW GLRS Special Education with all applicable laws, rules and regulations governing complaint investigation in
School Improvement Specialist the State of Georgia, as well as accepted practices in complaint investigation, in
& Graduation Coach and addition to state and federal laws, rules and regulations regarding special education
Former Director of Special
Education, Polk School District Education Program Development, Acworth, GA 2008 to Present
Online Professional Development Specialist
www.educationalpd.com/
 Technology Integration & Professional Development Specialist (Moodle)
 Research, develop, teach, and facilitate online professional development in the areas
of Special Education, Response to Intervention (RTI), Positive Behavior Supports
(PBS), Differentiated Instruction, Collaboration/Inclusion, Emotional Behavioral
Disorders, Autism, instructional strategies, and other
Allen Consulting & Program Development Firm, Inc. , Acworth, GA 2003 to Present
President & CEO
 Speaker, facilitator, trainer
 Provide trainings, workshops, and conferences locally, nationally, and internationally
in the areas of Special Education, Response to Intervention (RTI), Positive
Behavioral Supports (PBS), Differentiated Instruction, Collaboration/Inclusion,
Emotional Behavioral Disorders, Autism, and other
 Develop individualized program development plans based on school/system
identified targeted areas of need and/or school improvement plans
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5. Northwest Georgia RESA/GLRS, Rome, GA 2003-2011
http://nwglrs.wikispaces.com/ http://nwglrs.blogspot.com/
Director, Northwest Georgia Learning Resources System (GLRS)
 Perform duties and responsibilities as the educational leader of NW Georgia
Learning Resources System (GLRS) coordinating, developing, and overseeing
professional development; support school improvement initiatives; assist local
educational agencies (LEAs) with developing and implementing Comprehensive
Local Education Agency Improvement Plans (CLIP); assist with Georgia
Department of Education Focused Monitoring/Compliance Review on-site visits;
assist with the development and implementation of Corrective Action Plans for 16
northwest Georgia school systems, the Northwest Georgia Network for
Educational and Therapeutic Supports (GNETS), and the Georgia School for
the Deaf in Cave Springs in all areas of special education
 Develop and provide training, coaching and support for the implementation of
evidenced-based practices through on-going professional learning for special and
general education teachers, administrators, support staff, advocacy groups, parents,
and other state educational agencies
 Develop policies, procedures, and resource manuals that conform to the Georgia
Department of Education's regulations and guidelines in all areas of special
education
 Oversee and manage the budget for NW GLRS
 Hire and supervise NW GLRS personnel and private consultants
 Initiate new ideas and share innovative information to improve NW GLRS/RESA
services; conduct technical assistance within the northwest Georgia region and
statewide; develop materials and programs; plan, develop, and coordinate
conferences, workshops, and professional learning courses; manage and/or write
grants and projects for NW GLRS and NW Georgia Regional Educational Services
Agency (RESA) and/or local systems
 Identify, assess, and evaluate areas of need and/or areas of needed improvement
among the northwest Georgia local school systems/agencies; attend conferences
and training programs to increase knowledge/skills and disseminate information to
superintendents, special education directors, building administrators, curriculum
directors, teachers, parents, and related service personnel to assist with increasing
academic achievement in students with and without disabilities
 Direct, manage, facilitate, and provide training and on-going coaching and support
for the NW GLRS On-Site Least Restrictive Environment/Inclusion Academy
 Direct, manage, facilitate, and provide training and on-going coaching and support
for the NW GLRS Site-Based Autism Academy
 Direct, manage, facilitate, and provide training and on-going coaching and support
for the NW GLRS Screening to Enhance Equitable Placement (STEEP) Project
 Collaborate and help to facilitate the NW GLRS Regional Special Education Parent
Mentor Program
Georgia Department of Education, Atlanta, GA 2000 to 2003
Education Program Specialist--Emotional/Behavioral Disorders
 Developed policies, procedures, and resource manuals that conform to Georgia
Department of Education's special education regulations and guidelines in the area
of Emotional and Behavioral Disorders
 Served as a member of the Georgia Department of Education's Compliance
Review/Continuous Improvement Monitoring Team
 Provided on-going technical assistance to local school systems, Department of
Corrections, Department of Juvenile Justice, and the Georgia Network of
Educational and Therapeutic Programs (GNETS) in comprehensive program
planning and program review
 Evaluated and approved local school systems' special education budgets
 Evaluated and recommended approval of local school systems' Special Education
Waivers
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6.  Identified, designed, developed, conducted, and evaluated staff development trainings
in the areas of interagency activities and Emotional and Behavioral Disorders'
 Coordinated and facilitated the "Georgia School Wide Discipline Program/Effective
Behavioral Instruction & Support" (EBIS) - A Project of the Georgia State
Improvement Grant Coordinator (SIG)
 Coordinated and facilitated the Georgia Emotional and Behavioral Disorders Task
Force (Statewide) - State Improvement Grant Coordinator (SIG)
 Developed, implemented, facilitated and oversaw the stateside (Teachers of Students
with Emotional Behavioral Disorders mentoring Academy" - A Project of the
Georgia State Improvement Grant (SIG)
 Provided statewide reading trainings - Certified Reading First/Reading Excellence
Trainer
 Served as a member of the Georgia Department of Education Disproportionality
Committee and co-wrote the MIID Disproportionality Reevaluation Assessment
Instrument
Georgia State University, Atlanta, GA 1999
 Adjunct Professor - Department of Special Education
Clark Atlanta University, Atlanta, GA 1998 to 2005
 Guest Lecturer - Emotional and Behavioral Disorders and Autism
Atlanta Public Schools, Atlanta, GA 1994 to 2000
Teacher of Students with Emotional and Behavioral Disorders and Autism
 Taught students with Emotional and Behavioral Disorders
 Taught students with Autism Spectrum Disorders
 Wrote, implemented, and provided individualized instruction for students with
Emotional and Behavioral Disorders and Autism Spectrum Disorders
 Piloted the first elementary program for students with Autism in Atlanta Public
Schools
 Served on Atlanta Public Schools Autism Committee; collaborated with teachers,
speech therapists, administrators, parents, and professionals to serve students with
Autism; assisted in implementing a middle and high school transition program for
students with Autism in Atlanta Public Schools
 Developed and implemented Classroom Behavior Management Plans using positive
behavioral supports
 Implemented and conducted Functional Behavioral Assessments and Behavioral
Intervention Plans
 Helped to implement and taught in a collaborative/co-teaching classroom
 Collaborated and consulted with parents, administrators, and related service
personnel on student achievement and areas of progress
 Taught and conducted educational "In-Service"/workshops
General Electric Computer Service, Atlanta, GA 1989 to 1994
Financial Analyst
 Served as a Team leader supervising and training personnel in maintaining customer
contracts
 Assisted in the implementation and maintenance of new contracts
 Managed and maintained customer accounts in excess of 6M monthly
 Implemented new policies and procedures that affected team performance
 Assisted in designing and planning programs for professional growth and
development
 Assisted in the implementation of a Cultural Diversity Program
Education:
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7. State University of West Georgia, Carrollton, GA
Leadership Endorsement - Director of Special Education 2003-2004
Georgia State University, Atlanta, GA
1998-2003
 PhD. Special Education – Education of Students with Exceptionalities:
Behavior/Learning Disabilities and Autism Spectrum Disorders
 Applied Behavioral Analysis
 Pi Lambda Theta National Honor Society
Georgia State University, Atlanta, GA
1992-1994
 MED., Special Education – Behavior/Learning Disabilities
 Cum Laude
University of Tennessee, Chattanooga, TN
1982-1986
 BA, Psychology
Certifications:
 Professional Management Professional (PMP) - in progress
 Certified Special Education Mediator with Justice Center of Atlanta
 Thinking Maps Train-the-Trainer
 Director: Special Education
 Reading Endorsement
 SP ED Behavior Disorders
 SP ED Language Arts Cognitive Level
 SP ED Math Cognitive Level
 SP ED Reading Cognitive Level
 SP ED Science Cognitive Level
 SP ED Social Studies Cognitive Level
Honors, Memberships, Professional Organizations, &
Affiliations:
Project Management Institute Member, Cambridge Who's Who of America Top 101 Industry
Experts/Education 2010; National Association of State Directors of Special Education
(NASDSE), Georgia Council of Administrators of Special Education (GCASE), Georgia
Association of Educational Leaders (GAEL), Georgia Association of Curriculum &
Instructional Supervisors (GACIS), National Autism Society of America, Special Education
Delegate to South Africa in the People to People Ambassador Program, Manchester Who's
Who Registry of Executives & Professionals, Council for Exceptional Children (CEC) and
Affiliate Division memberships: Council for Children with Behavioral Disorders (CCBD),
Division for Developmental Disabilities (DDD), Division for Culturally & Linguistically
Diverse Exceptional Learners (DDEL), Division for Early Childhood (DEC), Division for
Learning Disabilities (DLD), and Teacher Education Division (TED).
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8. Conferences/Presentations/Publications:
 “North Metro GNETS, Compliance, and General Supervision”, North Metro
GNETS Summer Summit 2012, Atlanta, Georgia
 "Using Self-Monitoring to Increase Attending to Task and Academic Accuracy in
Children with Autism", Focus on Autism and Other Developmental Disabilities (FOCUS),
October 4, 2010;
http://foa.sagepub.com/content/early/2010/10/02/1088357610380137
 2010 Georgia Council of Administrators of Special Education (GCASE) Fall
Conference, “Differentiated Instruction Using Web 2.0 21st Century Teaching
Tools for Teachers and Students with Disabilities”, November 10 – 12, 2010,
Savannah, Georgia
 2009 Wesley Educational Services’ 9th Annual SST Conference: Meeting the RTI
Challenge, “Using Data-Based Decision Making to Meet AYP for Students With
Disabilities and Other At-Risk Students”, October 2009, Atlanta, Georgia
 2008 – 2009 Staff Development Resources: “Behavior Interventions That Work:
RTI Strategies That Support Students with Emotional Behavioral Disorders and
Autism Spectrum Disorders, October 2008 – May 2009, Nationwide
 Dialogue Writer for the IDEA Partnership for the National Association of State Directors
of Special Education, Inc., April 2009, www.ideapartnership.org
 Author - "The ABC's of Response to Intervention & Behavior Next Steps: A Practitioner's
Guide to Implementation", October 2008, Outskirts Press, ISBN# 978-1-4327-3649-1
 2008 - 2009 National Presenter for Staff Development Resources, "Behavior
Interventions That Work: RTI Strategies that Support Students with Emotional,
Behavioral, and Spectrum Disorders", various dates and locations,
www.sdresources.org
 2008 Wesley Educational Services’ 8th Annual SST Conference: Meeting the RTI
Challenge, “Implementing Response to Intervention (RtI) to Provide a Multi-
Tiered Approach to Positive Behavioral Supports”, October 2007 & 2008, Atlanta,
Georgia
 2007 Georgia Parent Mentor Partnership Annual Kick Off Conference, “Parents
Helping to Implement RTI to Provide a Multi-Tiered Approach to Positive
Behavioral Supports”, October 16 – 17, 2007, Callaway Gardens, Georgia
 2006 Council of Administrators of Special Education (CASE) 17th Annual Fall
Conference: Collaborative Leadership: Impacting Achievement for All Students,
“Implementing Response to Intervention (RtI) to Provide a Multi-Tiered
Approach to Positive Behavioral Supports”, November 10-11, 2006, Savannah,
Georgia
 2006 Georgia Reading First Struggling Readers Conference, “Reading & Models of
Inclusion”, September 7-8, 2006, Atlanta, Georgia
 2006 Northwest Georgia Regional Educational Service Agency (RESA) Leadership
Conference, “Georgia’s Pyramid of Interventions/Response to Intervention (RTI):
The Answer to Improving SST & Reducing Disproportionality”, June 8-9, 2006,
Rome, Georgia.
 2006 Georgia Statewide Regional Educational Service Agency (RESA) Conference,
“Administrator’s Guide to Inclusion and Differentiated Instruction”, May 3-5,
2006, St. Simons, Georgia
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9.  2006 National Center for Culturally Responsive Educational Systems, “People
(NCCREST) National Conference, “Creating Opportunities to Learn: A Forum for
Addressing Disproportionality, February 15-17, 2006, Denver, Colorado.
 People to People Ambassador Programs, “Special Education Professional
Delegation to South Africa”, October 10-20, 2005, Johannesburg & Cape Town ,
South Africa
 2005 Northwest Georgia Regional Educational Service Agency (RESA) Leadership
Conference, “The Individuals with Disabilities Education Improvement Act
(IDEIA) of 2004” June 7-8, 2005, Rome, Georgia.
 2005 Council for Exceptional Children (CEC) Convention & Expo, April 6-9,
2005, Baltimore, Maryland
 National Center for Culturally Responsive Educational Systems, “English
Language Learners: Emergent Research on Linguistic Differences & Learning
Disabilities”, November 18-19, 2004, Scottsdale, Arizona
 Georgia Association of Curriculum & Instructional Supervisors (GACIS) Fall 2004
Conference, “Inclusion of Students with Problem Behaviors in the General
Education Classroom: Practical Strategies”, September 30, 2004, University of
Georgia, Athens, Georgia
 Discipline of Students with Special Needs in Georgia, “Inclusion of Students with
Problem Behaviors in the General Education Classroom: Practical Strategies”,
September 24, 2004, Cobb Galleria Center, Atlanta, Georgia
 Pupil Appraisal Summer Institute, “Differentiated Instruction & Instructional
Strategies for Culturally & Linguistically Diverse Students and Students with
Disabilities, August 2, 2004, Pennington Conference Center, Baton Rouge,
Louisiana
References Available Upon Request
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