CCLD Awards


The Colorado Council for Learning Disabilities has awarded the distinguished 2011 Professional of the Year Award to Candy Myers. Each year, the award is given for outstanding performance and commitment by a professional who works in the field of learning disabilities in a role outside of the classroom. Candy went on to compete for and be awarded the Floyd G. Hudson Outstanding Service Award. As the recipient of the Floyd G. Hudson Award, Candy will be recognized in October at the Council for Learning Disabilities International Conference in Austin, Texas.


 

The 2011 Professional of the Year Award and the prestigious
Floyd G. Hudson Award are given to:


Candy Myers

 The Colorado Council for Learning Disabilities has awarded the distinguished 2011 Professional of the Year Award to Candy Myers. Each year, the award is given for outstanding performance and commitment by a professional who works in the field of learning disabilities in a role outside of the classroom. Candy went on to compete for and was awarded the Floyd G. Hudson Outstanding Service Award. As the recipient of the Floyd G. Hudson Award, Candy will be recognized in October at the Council for Learning Disabilities International Conference in Austin, Texas.

Candy is a Principal Consultant with the Exceptional Student Leadership Unit of the Colorado Department of Education (CDE). Before assuming her current position with CDE in 1999, she served a 35-district region of Wisconsin, providing leadership and professional development for both local and state initiatives. Her role with CDE is to provide guidance, technical assistance, and professional development for those Colorado educators/administrators responsible for the education of students with learning disabilities.
Candy’s commitment to her work is clearly seen in her personal statement:

“For over three decades, it has been my privilege and my passion to teach and to work on the behalf of students with Specific Learning Disabilities (SLD). I believe that one of the most critical issues impacting achievement for students with learning disabilities, as well as all other students who struggle in school, is a pervasive, underlying belief that the poor achievement of many students is due to “unalterable” factors. When assumptions are made that a child is underachieving due to reasons beyond control, such as: disability, poverty, limited English proficiency, and cultural factors – expectations tend to be low, resulting in an “excuse-making” rather than “no excuses” approach to teaching and learning.”

Candy’s belief that a high level of academic achievement is possible for all students is seen in her tireless efforts to impact policy and instructional practices in Colorado. Dr. Debra LaQua, San Juan BOCES in southwest Colorado writes, “Most recently, she has provided amazing leadership for school districts and special educators as Colorado implemented its RtI-based eligibility process.” Faye Gibson, a fellow Principal Consultant at CDE, writes, “Candy’s knowledge of special education is unparalleled. She was the primary author of the statewide Guidelines for the Identification of Specific Learning Disabilities. Candy was also the first consultant at CDE to convene a task force to work on the RtI initiative. It was Candy’s seminal work in this field that enabled CDE to become a national leader on this topic.”

We want to congratulate Candy for her dedication and unequalled efforts through the years.

 

2011 CCLD Teacher of the Year Award




Cheryl Cambra

 Cheryl teaches special education at Englewood Middle School. She describes herself as a non-traditional student, having spent six years in the Air Force and raised a family before completing her education at the age of 41. Cheryl describes her role as a special education teacher in her personal statement:

“A special education teacher wears many different hats: teaching life skills, behavior interventions, creating and implementing education plans, direct instruction, progress monitoring, teacher and parent collaboration. Most important is the relationship that I attempt to establish with parents and guardians. Phone calls home to inform a parent of something positive their child has done well can help pave the way to a more successful and cooperative school career for the student.”

A parent writes about Cheryl’s relationship with her son, “[our son] is one of her first students who is legally blind along with having a learning disability. [He] is a very tough case and needs a lot of extra support. If it wasn’t for her, we don’t know where we would be with [his] education. We can’t thank her enough.”

Cheryl’s dedication is seen in the letters of support written by her colleagues. Callan Clark, Director of Student Services, writes, “Cheryl embodies everything you imagine when you think of a child advocate. She is a determined teacher who believes all students can learn, grow, and achieve and she will continue to research best practices and interventions until she discovers what best supports her students.”

We are pleased to honor Cheryl with this award, and we want to thank her for her outstanding work on behalf of students with learning disabilities.

 

Paraeducator of the Year Award



Tamara Garcia

 Tamara has been a paraeducator at Englewood Middle School for six years, serving students with moderate to severe needs. Tamara is described as having a quiet yet strong demeanor, a gifted educator who intuitively understands how to support students while encouraging their growth and independence. Tamara describes her beliefs as an educator:

“We have a motto at our school that our students learn; in part it reads, “I believe in myself and my ability to do my best at all times.” I apply this to myself, as I believe in my students and their ability to do their best at all times, not just sometimes, but at all times. I have high expectations of my students because I know they are able to learn.”

Tamara accompanies her students as they participate in the regular classroom. She is responsible for modifying assignments to allow for a better understanding of the curriculum. She also ensures that classroom routines are designed to meet the unique behavioral needs of her students. Karen Gilchrist, the vocal and drama teacher, writes, “It is her work with her students that is absolutely remarkable. I have never worked with a paraeducator who knew more about the craft of teaching than this woman.” Valarie Kuhr, an occupational therapist, writes, “She has taught me how to be a better consultant/teacher. She certainly has the heart, the adaptive skills, and the knowledge to help our students meet their potential.”

We are honored to recognize such an exceptional educator.