Administer screenings, coordinate neuropsych evaluations for student-athletes with disabilities, consult with psychologists, review assessment results, and arrange campus and community resources; Serve as liaison with Student Disability Resources (SDR) for student-athletes with diagnosed disabilities;Educate students on applicable disability laws, rights/responsibilities, and self-advocacy;Design individualized academic support plans to assist at-risk students in developing time management, organization, notetaking, reading comprehension, study/test prep, critical thinking, and learning/memory strategies; Utilize technology and digital resources to help students become independent learners including Kurzweil, Livescribe Smart Pen, dictation software, iPads, various apps like Notability, and iTunesU;Facilitate workshops during Summer Bridge to transition student-athletes to college and teach them how to balance intercollegiate demands;Present on learning styles and strategies in BBH 148S (Coping with College: A First-Year Transition Seminar), and collaborate with instructors on curriculum development and lesson plans;Monitor academic progress of student-athletes with specific learning needs and provide performance feedback to academic counselors/coaches/support team;Supervise and evaluate an Assistant Learning Specialist and a Graduate Assistant (GA) to ensure ongoing professional growth and development; Responsible for oversight of the Tutor and Mentor Programs including the hiring, training, supervising, evaluating, compliance and monitoring of staff/services; Data collection/analysis/reporting of learning services and program utilization;Conduct educational awareness sessions regarding signs/symptoms of education-impacting conditions, the referral process when a disability is suspected, and available resources/services;Meet with prospective students/parents to discuss services, accommodations, and access to information at the University level.

Accountable for oversight of all school and fiscal operations, including but not limited to, the referral and intake process to enroll new students, facility safety and security, student database development/maintenance, progress monitoring through data collection/analysis, educational technology, as well as monitoring overall academic and program integrity; Responsible for ensuring that all students received appropriate educational services and supports to make progress toward curriculum standards and goals per individual learning needs;Administered both informal and formal assessments as well as interpreted a variety of other Psycho-Educational Evaluations/Reports to assist with designing curriculum modifications, instructional and testing accommodations, and determination of continued eligibility for special education services;Provided supervision and support to staff such as professional development activities, trainings, observations/performance evaluations and information regarding current research and trends in Special Education and academic interventions;Ensured compliance with licensure requirements, federal/state/local regulations, and company policies and procedures;Met with prospective students and their families and assisted staff, students and parents with accessing resources to foster student growth;Prepared newsletters, written correspondence, student/school reports, and program evaluations;Chaired and attended meetings to consult with members of each student’s educational team regarding individual strengths, needs, and internal/external supports required to facilitate school success;Articulated the school’s vision, mission and philosophy and developed a variety of marketing, fundraising, programming and awareness events.

Collaborated with the Office of School Performance, principals, Human Resources, and fiscal specialists to ensure educational programs for students with disabilities (ages 3 through 21) remained in accordance with federal/state/local regulations;Trained schools in the design and delivery of research-based instructional practices, positive behavioral supports, data collection, and analysis of formal and informal data for use in targeting and monitoring the effectiveness of academic interventions;Conducted in-service trainings about the Individualized Education Plan (IEP) process and assisted schools in program planning, curriculum development, and use of technology to support instruction for students with disabilities;Coordinated and monitored staffing for all students in the county that required 1:1 paraeducator support; Responsible for budget proposals and fiscal monitoring to implement special education and related services during Extended School Year (ESY) totaling more than $3 million;Created and maintained student database to facilitate ESY enrollment for over 2400 students, including scheduling classroom instruction and related services, monitoring progress toward IEP goals/objectives, and developing data reports for the county/state;Supervised facility usage, instructional materials (selection, ordering, dissemination), student transportation, the application and hiring process (site coordinators, teachers, therapists, paraeducators), classroom and community-based instruction, and overall performance of staff and students during ESY;Provided community outreach and awareness by consulting with parents of students with disabilities and by presenting information about special education programs and initiatives to interested government and community groups.

Served as Department Chair and liaison between school staff, school administration, and special education supervisor;Participated in regular meetings to confer on matters relating to overall instructional leadership, curriculum and content standards, and special education programming; Scheduled and conducted IEP meetings in accordance with county, state, and federal regulations;Coordinated and supervised the school-based special education program including early intervention through the evaluation/eligibility/re-evaluation process, selection of instructional materials, and development/implementation of individual student instructional and behavioral plans; Worked with school staff, administration, and counselors in developing individual student and teacher schedules and supervised implementation of curriculum and instructional practices; Provided leadership in developing department goals consistent with county goals and supported teachers in writing professional development plans; Assisted classroom teachers in developing skills and techniques of special education, interpreting student test results, classroom management, and selecting/adapting materials and instruction to program for individual student needs; Performed classroom observations and conducted trainings in order to promote effective instructional practices.

Responsible for lesson planning and instruction aligned with the voluntary state curriculum as well as social skills instruction and transition planning for students with emotional and learning disabilities;Utilized various behavior management techniques, monitored strategies outlined in Functional Behavioral Assessments (FBA’s) and Behavior Intervention Plans (BIP’s), provided crisis intervention, and collected and analyzed data to improve student progress;Facilitated staff trainings on a variety of topics ranging from teaching strategies and behavior management to IEP development and its incorporation into instruction;Administered Educational Assessments, reports, and participated in IEP team meetings;Organized and maintained student confidential files, including the development and maintenance of a database for assessment data, student accommodations, and other pertinent information;Collaborated regularly with parents, classroom assistants, colleagues, and specialists to foster individual student success including assistance to staff and families in accessing appropriate services for students with disabilities.

Maintained an effective learning environment, assisted with lesson plan development, evaluated student performance, provided crisis intervention, behavior management/support, individualized instruction, and facilitated the Alternative Structure Classroom (ASC); Provided transition services at community employment/volunteer sites by serving as a job coach, training/monitoring independent use of public transportation, and the teaching of a variety of functional skills to prepare students with disabilities for life after high school;While completing the SET-IT Program at JHU in collaboration with MCPS, this period of time was also utilized for student-teaching, additional training/professional development, and increasing instructional responsibilities as assigned to prepare for a career in teaching, learning, and services for students with disabilities.