Heather Haynes Smith is a native Texan. She has worked as an elementary teacher, K-12 literacy coach, state level reading technical assistance specialist, program coordinator on research and dissemination grants related to reading and teacher preparation at The University of Texas, Vaughn Gross Center for Reading and Language Arts, and a doctoral fellow at The University of Kansas, Beach Center on Disabilities.
Ph.D., University of Kansas
MAT, Trinity University
B.A., Trinity University
Jones, B., Smith, H. H., Hensley-Maloney, L., & Gansle, K. A. (2015). Applying response to intervention to identify learning disabilities in students with visual impairments. Intervention in School and Clinic, 51(1), 28-36.
Smith, H. H. (2015). Reflections on improving a course-embedded field experience. University of Kansas Hawk Hopes Blog.
Haynes-Smith, H, Kyzar, K., Pemberton, J., & Whitworth, J. (2014). Integrating TeachLivE™ to prepare pre-service teachers for rural and urban schools. Conference Proceedings of the American Council on Rural Special Education Conference, 53-58.
Aronin, S., & Haynes-Smith, H. (2013). Increasing science vocabulary schoolwide: How to use powerpoint flashcards. Science Scope. 37(3), 33-36.
Haynes-Smith, H., Chen, J., Peterson, M. B., & Aronin, S. (2013). Multi-tiered systems of support: Improving elementary reading outcomes for English language learners. Teaching and Leading in Diverse Schools [Monograph], 126-144.
McCart, A., Lee, J. L., Frey, A., Wolf, N., Choi, J. H., & Haynes, H. (2010). Response to intervention in early childhood centers: A multi-tiered approach promoting family engagement. Early Childhood Services, 4(2), 87-104.
High incidence disabilities, early literacy, reading instruction, assessment, response to intervention (RTI) and multi-tiered systems of supports (MTSS), general education and special education collaboration, integrated academic and behavior instruction, inclusive education, technology, TeachLivE™, educational leadership and systems development, school reform, social justice, urban education, action research, and culturally responsive instruction and assessment