Marisol Vega-Thornton

Profile

Dedicated Senior Teacher Assistant with 7 years supporting K–5 classrooms across Title I schools in Texas, specializing in differentiated instruction and English Language Learner support. Collaborates closely with lead teachers to design small-group interventions that have lifted reading fluency scores by an average of 22% within a single semester. Holds a Texas Educational Aide Certificate and is pursuing a B.S. in Elementary Education at UT Austin.

Work Experience

Senior Teacher AssistantAug 2020 - Present

Ridgemont Elementary School, Austin, TX

Facilitated daily small-group reading and math sessions for 18 ELL students, contributing to a 27% average improvement in state benchmark scores over two academic years.
Designed and maintained a progress-tracking spreadsheet adopted school-wide, reducing teacher reporting time by 3 hours per week across 6 classrooms.
Mentored 3 newly hired teacher aides during onboarding, cutting average ramp-up time from 6 weeks to 4 weeks through structured shadowing and resource guides.

Teacher AssistantJan 2018 - Jul 2020

Sunfield Preparatory Academy, Round Rock, TX

Supported a lead teacher in a 28-student second-grade classroom, managing differentiated literacy stations that raised the class average Lexile score by 140 points in one school year.
Administered and scored weekly formative assessments for 28 students, delivering data summaries that informed bi-weekly instructional pivots and reduced below-grade-level readers from 9 to 4 by year-end.
Coordinated parent communication for 12 IEP students, translating progress reports into Spanish for 8 families and increasing parent meeting attendance by 40%.

Instructional AideAug 2016 - Dec 2017

Cypress Ridge Unified School District, Cedar Park, TX

Assisted three kindergarten teachers across a 90-student pod, circulating during whole-group instruction and providing one-on-one support that kept behavioral disruptions below 2 incidents per week on average.
Prepared and organized 200+ manipulative kits and classroom materials each quarter, saving lead teachers an estimated 5 hours of prep time per week.
Participated in 40 hours of professional development in trauma-informed teaching practices, applying techniques that contributed to a 15% reduction in office referrals district-wide.

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