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EDUCATION
Currently Enrolled in the PhD in Education Program
George Mason University, Fairfax, VA
January 2008-present
Primary concentration in special education; secondary concentration in research methods

Master of Teaching, Special Education
University of Virginia, Charlottesville, VA
June 1999

Bachelor of Science, Human Communication Sciences and Disorders
Northwestern University, Evanston, IL
June 1995

HONORS & AWARDS

Office of Special Education Programs, U.S. Department of Education Doctoral Leadership Training Grant H325D070008 Fellowship (2008-present)

College of Education and Human Development Dissertation Fellowship Award, George Mason University (2010)

Hellen A. Kellar Institute for Human DisAbilities Fellowship Award; George Mason University (2008, 2009)

Outstanding First Year Teacher of the Year nominee, Fairfax County Public School, Fairfax, VA (2000)

PROFESSIONAL EXPERIENCE
Assistant Editor, Exceptional Children
Council for Exceptional Children, Arlington, VA
August 2009 to present
Supports the editors of Exceptional Children by setting up and maintaining internal data management systems, tracking manuscripts throughout the review process, maintaining data on manuscript characteristics and review timelines, communicating with authors and the editorial board and assisting them with the electronic submission portal site, and reviewing manuscripts.

Special Education Doctoral Leadership Fellowship
George Mason University, Fairfax, VA
January 2008 to present
Awarded fellowship to work with Dr. Margo Mastropieri and Dr. Tom Scruggs on US DOE Doctoral Leadership Grant, with emphasis on: training and research, teaching, and service for children with mild disabilities; conducting research; submitting articles for publication in professional journals; presenting study findings at conferences; supervising student interns; and teaching university courses.

Graduate Research Assistant
George Mason University (GMU), Fairfax, VA
January 2008 to present
Conducts research under the GMU-Pennsylvania State University Writing Project headed by Dr. Margo Mastropieri, studying writing instruction for adolescents with emotional and behavioral disorders (EBD). Responsibilities include: modifying self-regulated strategy development lesson plans for use with students with severe EBD; training research staff to implement the intervention; instructing middle-school students with EBD in the use of a self-regulated writing strategy; collecting data from observation, testing, and student and staff interviews; scoring and analyzing data; and writing results for presentations and publications.

Adjunct Instructor
George Mason University, Fairfax, VA
Summer 2008 and Spring 2009
ESDE 501/EDSE 401    Introduction to Special Education
Instructor for undergraduate (EDSE 401) and graduate (EDSE 501) students in the College of Education and Human Development. Course provides a survey of current knowledge on individuals with disabilities within the context of human growth and development across the life span. Content includes historical factors, legislation, etiology, characteristics, needs, educational strategies, assessment, and support services of and for individuals with disabilities ranging from mild and moderate to severe levels of varying disabilities. Includes the impact of disabilities on academic, social, and emotional performances.

Mentor Resource Teacher
Fairfax County Public Schools (FCPS), Fairfax, VA
August 2005 to June 2008
Supported first-year special education teachers through weekly observation and meeting. Roles included data gathering, modeling instructional strategies, Cognitive Coaching, providing resources and classroom support. Worked with teachers instructing students with mild disabilities in inclusive settings, as well as with teachers teaching students with moderate to severe disabilities in self-contained environments.

Early Literacy Intervention Teacher
Westlawn Elementary School, FCPS, Fairfax, VA
January 2004 to June 2005
Instructed small groups of at-risk students in early literacy skills; taught above-grade-level reading group; developed take-home reinforcement activities; and provided in-class support for teachers.

Lead Learning Disabilities Teacher
Mantua Elementary School, FCPS, Fairfax, VA
November 2000 to June 2003
Served as a special education teacher, and supported school staff in design and implementation of instruction for low-achieving students. Responsibilities included:

Teaching first through sixth grade students with mild disabilities in an inclusive setting;

Chairing the school’s Local Screening Committee, and evaluating students going through the special education eligibility process;

Serving on school-wide committees, such as the Steering Committee and Assessment Committee;

Managing a team of four Special Education Teachers and two Instructional Assistants; and

Supporting general education teachers through Child Study and Teacher Assistance Teams.

Learning Disabilities Teacher
Mantua Elementary School, FCPS, Fairfax, VA
August 1999 to November 2000
Responsible for teaching third and fourth grade students with mild disabilities in an inclusive, multi-age environment; managing a caseload of 20 students; assessing students using formal and informal assessments; writing IEPs and conducting IEP meetings; and communicating with parents.

Research Assistant
American Institutes for Research, Washington, DC
October 1995 to July 1997
Conducted education policy research for various government programs, including Head Start and Adult ESL, and to develop a national assessment of reading and mathematics. Responsible for data gathering through interviews, focus groups, and field testing; conducting literature reviews; report writing; assisting with proposal writing; and planning logistics for meetings and conferences.

PUBLICATIONS
Mastropieri, M., Scruggs, T., & Mills, S. (In press). Special education teacher preparation. In J. M. Kauffman & D. P. Hallahan (Eds.). Handbook of Special Education. New York: Routledge.

Mastropieri, M., Scruggs, T., Cuenca-Sanchez, Y., Irby, N., Mills, S., Mason, L., & Kubina, R. (2010). Persuading students with emotional disabilities to write: A design study. In T.E. Scruggs & M.A. Mastropieri (Eds.), Literacy and Learning: Advances in Learning and Behavioral Disabilities (vol. 23). Bingley, UK: Emerald.

Mastropieri, M., Scruggs, T., Mills, S., Irby, N., Cuenca-Sanchez, Y., Bronaugh, D., Thompson, C., Guckert, M., & Regan, K. (2009). Persuading students with emotional disabilities to write fluently. Behavioral Disorders, 35, 19-40.

PRESENTATIONS
Mastropieri, M., Bronaugh, D., Cerar, N., Cuenca-Sanchez, Y., Guckert, M., Mills, S., & Thompson, C. (2010, April). Persuading students with emotional disabilities to write fluently. Presented at the annual meeting of the American Educational Research Association Conference, Denver, CO.

Mills, S. (2010, April). What does research tell us about effective writing instruction? Poster presented at the Council for Exceptional Children Convention & Expo, Nashville, TN.

Mastropieri, M., Bronaugh, D., Cerar, N., Cuenca-Sanchez, Y., Guckert, M., Mills, S., & Thompson, C. (2010, April). Persuading diverse middle school learners with emotional and behavioral disorders to write essays fluently. Paper presented at the Council for Exceptional Children Convention & Expo, Nashville, TN.

Mastropieri, M., Cerar, N., Cuenca-Sanchez, Y., Guckert, M., Hauth, C., Leins, P., Fairfax, Mills, S., & Thompson, C. (2010, April). Academic instruction: Implications for teaching students with emotional and behavioral disorders. Paper presented at the Council for Exceptional Children Convention & Expo, Nashville, TN.

Mastropieri, M., Scruggs, T., Cuenca-Sanchez, Y., Irby, N., Mills, S. & Mason, L. (2009, April). Persuading students with emotional disabilities to write: Findings from a design experiment. Paper presented at the annual meeting of the American Educational Research Association Conference, San Diego, CA.

Mastropieri, M., Cuenca-Sanchez, Y., Mills, S., & Irby, N. (2009, April). Lessons learned from conducting intervention research in alternative settings. Poster session presented at the Council for Exceptional Children Convention & Expo, Seattle, WA.

Mastropieri, M., Cuenca-Sanchez, Y., Mills, S., & Irby, N. (2009, April). Persuading students with emotional and/or behavioral disorders to write: Findings from recent research. Paper presented at the Council for Exceptional Children Convention & Expo, Seattle, WA.

Scruggs, T., Mastropieri, M., Marshak, L., & Mills, S. (2009, April). How to differentiate without differentiating: Curriculum enhancements in inclusive content area classrooms. Paper presented at the Council for Exceptional Children Convention & Expo, Seattle, WA.

Mastropieri, M., Cuenca-Sanchez, Y., Irby, N., Mills, S., & O’Neill, S. (August, 2008). GMU-PSU study 2007-2008: Behavioral observation findings. Paper presented at the research grant meeting on the Writing instruction for adolescents with behavior disorders: Scaffolding procedural learning to extended discourse (SPLED) grant (funded by USDOE, IES), Penn State University.

Mastropieri, M., Cuenca-Sanchez, Y., Irby, N., Mills, S., & O’Neill, S. (August, 2008). GMU-PSU study 2007-2008. Design experiment finding. Paper presented at the research grant meeting on the Writing instruction for adolescents with behavior disorders: Scaffolding procedural learning to extended discourse (SPLED) grant(funded by USDOE, IES), Penn State University.

Scruggs, T., Mastropieri, M., Cuenca-Sanchez, Y., Irby, N., & Mills, S. (2008, April). Can teachers really differentiate instruction? Examples from recent research. Poster session presented at Council of Exceptional Children Convention & Expo in Boston, MA.

Curriculum Vitae

Goal Statement

Coursework

Evidence of Analytical and Integrative Thinking

Academic and Professional Growth

Dissertation Planning and Process

Site Design and Map

smills5@gmu.edu

Home	EDUCATION Currently Enrolled in the PhD in Education Program George Mason University, Fairfax, VA January 2008-present Primary concentration in special education; secondary concentration in research methods Master of Teaching, Special Education University of Virginia, Charlottesville, VA June 1999 Bachelor of Science, Human Communication Sciences and Disorders Northwestern University, Evanston, IL June 1995 HONORS & AWARDS Office of Special Education Programs, U.S. Department of Education Doctoral Leadership Training Grant H325D070008 Fellowship (2008-present) College of Education and Human Development Dissertation Fellowship Award, George Mason University (2010) Hellen A. Kellar Institute for Human DisAbilities Fellowship Award; George Mason University (2008, 2009) Outstanding First Year Teacher of the Year nominee, Fairfax County Public School, Fairfax, VA (2000) PROFESSIONAL EXPERIENCE Assistant Editor, Exceptional Children Council for Exceptional Children, Arlington, VA August 2009 to present Supports the editors of Exceptional Children by setting up and maintaining internal data management systems, tracking manuscripts throughout the review process, maintaining data on manuscript characteristics and review timelines, communicating with authors and the editorial board and assisting them with the electronic submission portal site, and reviewing manuscripts. Special Education Doctoral Leadership Fellowship George Mason University, Fairfax, VA January 2008 to present Awarded fellowship to work with Dr. Margo Mastropieri and Dr. Tom Scruggs on US DOE Doctoral Leadership Grant, with emphasis on: training and research, teaching, and service for children with mild disabilities; conducting research; submitting articles for publication in professional journals; presenting study findings at conferences; supervising student interns; and teaching university courses. Graduate Research Assistant George Mason University (GMU), Fairfax, VA January 2008 to present Conducts research under the GMU-Pennsylvania State University Writing Project headed by Dr. Margo Mastropieri, studying writing instruction for adolescents with emotional and behavioral disorders (EBD). Responsibilities include: modifying self-regulated strategy development lesson plans for use with students with severe EBD; training research staff to implement the intervention; instructing middle-school students with EBD in the use of a self-regulated writing strategy; collecting data from observation, testing, and student and staff interviews; scoring and analyzing data; and writing results for presentations and publications. Adjunct Instructor George Mason University, Fairfax, VA Summer 2008 and Spring 2009 ESDE 501/EDSE 401 Introduction to Special Education Instructor for undergraduate (EDSE 401) and graduate (EDSE 501) students in the College of Education and Human Development. Course provides a survey of current knowledge on individuals with disabilities within the context of human growth and development across the life span. Content includes historical factors, legislation, etiology, characteristics, needs, educational strategies, assessment, and support services of and for individuals with disabilities ranging from mild and moderate to severe levels of varying disabilities. Includes the impact of disabilities on academic, social, and emotional performances. Mentor Resource Teacher Fairfax County Public Schools (FCPS), Fairfax, VA August 2005 to June 2008 Supported first-year special education teachers through weekly observation and meeting. Roles included data gathering, modeling instructional strategies, Cognitive Coaching, providing resources and classroom support. Worked with teachers instructing students with mild disabilities in inclusive settings, as well as with teachers teaching students with moderate to severe disabilities in self-contained environments. Early Literacy Intervention Teacher Westlawn Elementary School, FCPS, Fairfax, VA January 2004 to June 2005 Instructed small groups of at-risk students in early literacy skills; taught above-grade-level reading group; developed take-home reinforcement activities; and provided in-class support for teachers. Lead Learning Disabilities Teacher Mantua Elementary School, FCPS, Fairfax, VA November 2000 to June 2003 Served as a special education teacher, and supported school staff in design and implementation of instruction for low-achieving students. Responsibilities included: Teaching first through sixth grade students with mild disabilities in an inclusive setting; Chairing the school’s Local Screening Committee, and evaluating students going through the special education eligibility process; Serving on school-wide committees, such as the Steering Committee and Assessment Committee; Managing a team of four Special Education Teachers and two Instructional Assistants; and Supporting general education teachers through Child Study and Teacher Assistance Teams. Learning Disabilities Teacher Mantua Elementary School, FCPS, Fairfax, VA August 1999 to November 2000 Responsible for teaching third and fourth grade students with mild disabilities in an inclusive, multi-age environment; managing a caseload of 20 students; assessing students using formal and informal assessments; writing IEPs and conducting IEP meetings; and communicating with parents. Research Assistant American Institutes for Research, Washington, DC October 1995 to July 1997 Conducted education policy research for various government programs, including Head Start and Adult ESL, and to develop a national assessment of reading and mathematics. Responsible for data gathering through interviews, focus groups, and field testing; conducting literature reviews; report writing; assisting with proposal writing; and planning logistics for meetings and conferences. PUBLICATIONS Mastropieri, M., Scruggs, T., & Mills, S. (In press). Special education teacher preparation. In J. M. Kauffman & D. P. Hallahan (Eds.). Handbook of Special Education. New York: Routledge. Mastropieri, M., Scruggs, T., Cuenca-Sanchez, Y., Irby, N., Mills, S., Mason, L., & Kubina, R. (2010). Persuading students with emotional disabilities to write: A design study. In T.E. Scruggs & M.A. Mastropieri (Eds.), Literacy and Learning: Advances in Learning and Behavioral Disabilities (vol. 23). Bingley, UK: Emerald. Mastropieri, M., Scruggs, T., Mills, S., Irby, N., Cuenca-Sanchez, Y., Bronaugh, D., Thompson, C., Guckert, M., & Regan, K. (2009). Persuading students with emotional disabilities to write fluently. Behavioral Disorders, 35, 19-40. PRESENTATIONS Mastropieri, M., Bronaugh, D., Cerar, N., Cuenca-Sanchez, Y., Guckert, M., Mills, S., & Thompson, C. (2010, April). Persuading students with emotional disabilities to write fluently. Presented at the annual meeting of the American Educational Research Association Conference, Denver, CO. Mills, S. (2010, April). What does research tell us about effective writing instruction? Poster presented at the Council for Exceptional Children Convention & Expo, Nashville, TN. Mastropieri, M., Bronaugh, D., Cerar, N., Cuenca-Sanchez, Y., Guckert, M., Mills, S., & Thompson, C. (2010, April). Persuading diverse middle school learners with emotional and behavioral disorders to write essays fluently. Paper presented at the Council for Exceptional Children Convention & Expo, Nashville, TN. Mastropieri, M., Cerar, N., Cuenca-Sanchez, Y., Guckert, M., Hauth, C., Leins, P., Fairfax, Mills, S., & Thompson, C. (2010, April). Academic instruction: Implications for teaching students with emotional and behavioral disorders. Paper presented at the Council for Exceptional Children Convention & Expo, Nashville, TN. Mastropieri, M., Scruggs, T., Cuenca-Sanchez, Y., Irby, N., Mills, S. & Mason, L. (2009, April). Persuading students with emotional disabilities to write: Findings from a design experiment. Paper presented at the annual meeting of the American Educational Research Association Conference, San Diego, CA. Mastropieri, M., Cuenca-Sanchez, Y., Mills, S., & Irby, N. (2009, April). Lessons learned from conducting intervention research in alternative settings. Poster session presented at the Council for Exceptional Children Convention & Expo, Seattle, WA. Mastropieri, M., Cuenca-Sanchez, Y., Mills, S., & Irby, N. (2009, April). Persuading students with emotional and/or behavioral disorders to write: Findings from recent research. Paper presented at the Council for Exceptional Children Convention & Expo, Seattle, WA. Scruggs, T., Mastropieri, M., Marshak, L., & Mills, S. (2009, April). How to differentiate without differentiating: Curriculum enhancements in inclusive content area classrooms. Paper presented at the Council for Exceptional Children Convention & Expo, Seattle, WA. Mastropieri, M., Cuenca-Sanchez, Y., Irby, N., Mills, S., & O’Neill, S. (August, 2008). GMU-PSU study 2007-2008: Behavioral observation findings. Paper presented at the research grant meeting on the Writing instruction for adolescents with behavior disorders: Scaffolding procedural learning to extended discourse (SPLED) grant (funded by USDOE, IES), Penn State University. Mastropieri, M., Cuenca-Sanchez, Y., Irby, N., Mills, S., & O’Neill, S. (August, 2008). GMU-PSU study 2007-2008. Design experiment finding. Paper presented at the research grant meeting on the Writing instruction for adolescents with behavior disorders: Scaffolding procedural learning to extended discourse (SPLED) grant(funded by USDOE, IES), Penn State University. Scruggs, T., Mastropieri, M., Cuenca-Sanchez, Y., Irby, N., & Mills, S. (2008, April). Can teachers really differentiate instruction? Examples from recent research. Poster session presented at Council of Exceptional Children Convention & Expo in Boston, MA.
Curriculum Vitae
Goal Statement
Coursework
Evidence of Analytical and Integrative Thinking
Academic and Professional Growth
Dissertation Planning and Process
Site Design and Map
smills5@gmu.edu