Design the Learning Support Program for Grades 6-12

Maintain responsibility for all aspects related to special education for the Middle School & Upper School Divisions

Provide recommendations during the admission process regarding the acceptance of students who had been diagnosed with a learning disability and/or ADHD

Establish strong relationships with outside special needs personnel for referral purposes (psychologists, speech-language pathologists, learning specialists, tutors, etc.)

Serve as the Student Disability Coordinator for the SAT, ACT, and IB regarding external accommodations for students diagnosed with a learning disability and/or ADHD

Serve as the Testing Coordinator, which includes coordinating tests for all students on the caseload and providing accommodations support to teachers

Provide faculty development and training regarding upcoming trends and guidelines for special education and how these trends and guidelines impact students

Work in small group settings with students to help them build compensatory strategies

Creat Student Learning Plans for each student within the Learning Support Program, outlining specific academic goals and objectives for each school year

Assist parents and students with transition planning from high school to college/university

Developed, implemented, and monitored a detailed action plan that addresses campus/teacher needs

Identified resources and strategies that build teachers' skills in developing and fostering positive classroom/school environments for all staff and students

​​Created a space for the voice of all stakeholders of campus and classroom culture

Promoted the growth of and improvement of individual and group successes

Modeled classroom management practices to enhance supported teachers' capacities to meet or exceed district performance indicators

Shared with campus/teachers classroom management resources through multiple modalities

​Leveraged the strengths of colleagues by building collaborative teams to address behavioral and instructional needs or areas of growth for staff, students, and/or community

Identified and promoted stakeholder contributions to the positive culture and climate of classrooms and schoolwide

Liaised between the stakeholder groups to facilitate multi-stakeholder community building, data-driven discussions, and learning opportunities

Facilitated discussions, learning, and/or practice sessions for individual or campus-based on needs assessment and/or administrative request

Identified, created, or supported the implementation of incentives for staff and students

Facilitated scholar de-escalation and culture reset process for scholars in emotional/behavioral crisis

Facilitated the implementation of restorative discipline practices

Taught Teen Leadership course to middle school scholars

Planned and implemented instructional services that meet individual student needs while maintaining high levels of behavioral and academic expectations

Participated in the development of Behavior Support Plans and Individualized Educational Plans

Provided direct behavioral support to students by encouraging and assisting students in maintaining appropriate standards of classroom social skills and behavior

Assessed and monitored student progress as identified in the student’s Behavior Support Plan and Individualized Education Plan

Observed, collected data, and analyzed student behavior to address student needs and to collaborate with home office Student Support Team

Conducted Functional Behavioral Assessments to drive intervention planning and implementation

Documented and reported student progress towards individualized educational goals and behavioral objectives

Provided staff development training on best practices for working with students with behavioral challenges and positive behavioral supports

Designed the Learning Support Program for Middle School and High School divisions

Maintained complete responsibility of all learning support programming in both divisions

Provided recommendations during the admission process regarding the acceptance of students who had been diagnosed with a learning disability and/or ADHD

Established strong relationships with outside special needs personnel for referral purposes (psychologists, speech-language pathologists, learning specialists, tutors, etc.)

Served as a key member in the referral process for students who demonstrated learning issues that justified possible external testing (full psycho-educational evaluations)

Served as the Student Disability Coordinator for the SAT, ACT, and IB regarding external accommodations for students diagnosed with a learning disability and/or ADHD

Served as the Testing Coordinator, which included organizing tests for all students on the caseload and making the necessary plans to accommodate all students in the appropriate testing environment; also includes Professional Development in the form of training teachers on testing protocol and continuously keeping them abreast of updates/changes in the delivery of assessments

Carried out internal student accommodations for students diagnosed with a learning disability and/or ADHD

Provided faculty development and training regarding upcoming trends and guidelines for special education and how those trends and guidelines impacted students

Created advisory lessons that focused on academic issues, such as learning styles, study skills, and good habits found in successful students

Worked in small group settings with students to help them build compensatory strategies

Created Student Learning Plans for each student within the Learning Support Program, outlining specific academic goals and objectives for each school year

Assisted parents and students with transition planning from high school to college/university

Ensured that The Village School special education programs and personnel followed Nord Anglia’s standards and guidelines

Developed the school’s policy for the delivery of services for students with special educational needs within the International Baccalaureate program

Developed and implemented lesson plans for special education students in grades 7-12

Successfully managed a resource classroom within an alternative setting, creating a learner-centered environment

Utilized skills and knowledge in transition services, community resources, and program coordination to assist students in goal setting

Maintained one of the top five highest growth rates in Read 180 student literacy in Alief ISD since 2008

Accomplished 90% passing rate for my students on TAKS-M in 2009-2010

Developed and implemented lesson plans for special education students in grades 6-8

Successfully managed a resource classroom, creating a learner-centered environment

Utilized skills and knowledge in transition services, community resources, and program coordination to assist students in goal setting