Dr. Jaumeiko Coleman

•Clinical populations: speech sound disorders, spoken language disorders, stuttering, learning disabilities
•Improved communication skills in school-age children with speech, spoken language, and literacy difficulties
•Delivered tailored virtual treatment, leading to measurable progress in communication skills that impact academic access
•Empowered families and professionals with evidence-based strategies and supports

•Screen and evaluate toddlers, preschoolers, school age, and young adults for communication disorders.
•Improve communication skills in children and young adults with speech, spoken language, and literacy difficulties
•Deliver tailored in-person and virtual treatment, leading to measurable progress in language and literacy development

•Provided high-level subject matter expertise to internal and external EVERFI colleagues on early literacy and community health education
•Supported promotion and expansion of digital product lines (provided to schools at no cost)

•Provided high-level subject matter expertise to internal and external EVERFI colleagues on early literacy
•Supported promotion and expansion of digital product lines (provided to schools at no cost)

•Managed a clinic with four business units that provided speech-language pathology, occupational therapy, audiology, and literacy acquisition services to infants, toddlers, and K-12 students in need of sensory/physical and cognitive support as well as adults with hearing loss
•Led organizational structure alignment, operations, hiring, and performance review of staff

•Managed four associate directors
•Drove actionable solutions to school-based challenges through technical assistance support, strategic partnerships, and coalition engagement by facilitating internal committees, boards and external stakeholders

•Managed six Provider Managers
•Resolved complex compliance challenges by collaborating with providers to identify regulatory concerns and implement effective remediation strategies
•Developed resources for Provider Managers and providers to comply with ASHA CEB requirements

•Created professional development resources within the framework of evidence-based practice (EBP) for members, including evidence maps and systematic reviews
•Led continuing education initiatives to enhance data-driven educational improvements as the N-CEP Continuing Education Administrator, overseeing the K-12 National Outcomes Measurement System
•Influenced cross-unit decision-making by serving as the K-12 EBP representative, contributing to interdisciplinary projects and discussions to shape best practices
•Delivered impactful presentations at professional and scientific meetings, sharing research insights and evidence-based strategies to advance education standards

•Created professional development resources within the framework of evidence-based practice (EBP) for members, including evidence maps and systematic reviews
•Led continuing education initiatives to enhance data-driven educational improvements as the N-CEP Continuing Education Administrator, overseeing the K-12 National Outcomes Measurement System
•Influenced cross-unit decision-making by serving as the K-12 EBP representative, contributing to interdisciplinary projects and discussions to shape best practices
•Delivered impactful presentations at professional and scientific meetings, sharing research insights and evidence-based strategies to advance education standards

Provided support and on-site professional development pertaining to high performing, high poverty schools, school improvement, curriculum and instruction, and assessment to school leaders and educators of children in special education schools

•Supervised and provided professional development to literacy coaches
•Designed, implemented, and evaluated a literacy coach evaluation tool
•Assisted with the development, modification, and assessment of literacy curricular components
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Participated in the selection of test items for the DC CAS
•Collaborated on the alignment of curriculum standards with the DC CAS test items and NAEP 2009 standards
•Provided district-wide professional development to educators and school leaders

•Taught and guest lectured graduate and undergraduate courses on communication disorders
•Completed research activities
•Evaluated persons with suspected communication disorders
•Acted as a clinical supervisor to graduate students
•Advised graduate studies about their course of study and future endeavors
•Presented research at conferences, seminars, and other forums

•Screened and taught spoken language and literacy skills to a classroom of struggling rising first graders in a summer program using:
▪formative assessment tools;
▪various research-based methods, such as read-alouds and structured literacy practices; and
▪kindergarten and first grade curriculum materials, including decodable and leveled texts, manipulatives, writer’s workshop, and books on tape stations to build vocabulary and background knowledge, at the tier 1, 2, and 3 instructional levels

•Taught and guest lectured graduate and undergraduate courses on communication disorders
•Completed research activities
•Acted as a clinical supervisor to graduate students
•Advised graduate studies about their course of study and future endeavors
•Presented research at conferences, seminars, and other forums

Evaluated and treated individuals of all ages with suspected spoken language and written language disorders

•Clinical populations: speech sound disorders, spoken language disorders, cerebral palsy, learning disabilities (dyslexia), selective mutism, autism, Velocardiofacial syndrome
•Screened, assessed, and treated elementary school students with speech and language disorder
•Collaborated on the development of individualized education programs (IEPs)
•Participated in the pre-referral/RTI process
•Implemented a spoken language and literacy program with all kindergarteners
•Co-taught a writing program to struggling fifth graders
•Supervised graduate students completing practicum requirements for speech-language pathology