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I now work in an incredibly diverse area with boundless opportunities, and currently serve as the resource teacher of Holy Angels School.  I am happily married for five years now, and my husband was also an educator.

For the better part of a decade, I worked in a variety of educational institutions, teaching, traveling, and conversing with many different people from all walks of life. I come equipped with ample knowledge of various student populations. For five years I dedicated my teaching profession to the less privileged students in our country, by being a missionary religious sister. After I left the convent in 2013, I then got the chance to work in a French based non-profit, College Scholarship Center as a resident advisor, and I also volunteered to help scholars by tutoring them on different subjects such as English-Language and Arts, Reading and Grammar Writing subjects.

I also worked as a publishing consultant for a year, communicating with different types of authors from all over the world, guiding them throughout their publication journey and making sure their manuscripts are error free before publishing them. These experiences with varied student populations and roles ultimately led me to embark on a teaching vocation.
It was through the experience and privilege in working with students and families that I decided to earn my Bachelors Degree in Secondary Education at Cebu Institute of Technology - University, in the Philippines. I am also currently pursuing my MA in Language and Literacy Education at one of the most distinguished universities in the Philippines, the University of the Philippines - Open University. I am at the same time a student at San Francisco State University, studying towards obtaining my teaching credential to enhance my teaching capabilities, to learn more, and to become a better educator.

I know that throughout my studies, I will be able to see growth in my teaching career. Furthermore, I will improve and be able to communicate with other learners like myself, to communicate with other people and share great experiences, struggles and learning from students all over the world.

While an undergraduate, I researched academic literacy -- a sad, daunting truth that our new generation needs to be aware of. As an immigrant, woman, and person of color, now working with Title One students, my goal is to impart a safe, welcoming environment of academic excellence. In the short term, my goal is to do better each day as a teacher, and ensure my students would have a better understanding and enjoyment of their subjects. The resource program and I share the commitment to creating a more socially, just world through education.

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Why is a student referred to the Title I Resource Program?

A student can be referred to the Title I Resource Program for a multitude of reasons. Most of the time, a student is struggling in the areas of reading (fluency and/or comprehension) and/or writing (fine motor, encoding, content, etc.). Since these two areas affect all core curriculum outcomes, students can become very overwhelmed with the workload in class and at home. When this happens, students often feel a great amount of stress and a sense of failure. They can, and often do, fall behind to the point where they have a very difficult time catching up on past assignments and completing current work in a timely manner. This program is in place to support those struggling students, their parents and their teachers in whatever way they may need to help that student be as successful as possible in school.

How often will you see my child?

The Title I Resource Program services students in all grades except Kindergarten.  Most students within the program are seen twice a week for forty minutes sessions.

How long will my child remain in the Title I Resource Program?

Students stay in the program until they can succeed at grade level expectations on a consistent basis without added support from the program. When a student reaches that level of success, they are put on the "Consultation Basis" part of the program. This means the student will not be an active participant, but is monitored on a regular basis.

Will my child need to attend summer school?

We do not require most students to attend summer school. However, we do "strongly suggest" students within the program attend summer school. For all students who struggle to keep up, attending summer school helps them retain learned concepts and eases the transition into the next grade level.

Why is this program called the Title I Resource Program?

This program is funded through Title I funds. In order to fulfill requirements for these funds, at least one parent of students within the program will be required to attend a fairly short meeting before the end of the school year. The meeting is mainly to explain what Title I funds are and your rights as parents under Title I.

What should I do if I feel my child needs added support?

If you feel your child is struggling with either the academic level or amount of work, please feel free to contact me via email for some suggestions or to set-up a meeting to discuss your concerns. There are some limited interventions teachers can try without calling a "Student Success Team" meeting to put in-place more formalized interventions for your child to help them be more successful.

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What is the Student Success Team?

The Student Success Team (SST) is a collaborative group of people to help a child be more successful. An SST is called when common interventions have been tried and a student continues to struggle. The team consists of parents, the student's teachers, Sister Alma and myself. At the meeting, student's strengths and concerns are discussed and then the team brainstorms strategies and interventions to help that child within the classroom and at home.

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Our Resource Class' Learning Environment 

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Our Resource Class' Learning Environment 