Emily Song Email & Phone Number

In this role, I provide instructional design support to FEMA’s Emergency Management Institute.

In my administrative role, I oversaw the intricate IEP process by meticulously coordinating IEP meetings and paperwork with local school systems, ensuring compliance and accuracy while maintaining and updating student IEP information in state and Ivymount systems. Serving as the liaison between the Local School System and Ivymount, I facilitated meetings and observations, effectively communicating significant changes in student services. Handling monthly student reports, including attendance and related services documentation, was a critical responsibility to meet Local School System requirements. Additionally, I established billing costs for both funded and non-funded students in collaboration with the billing office, adapting them as necessary throughout the academic year. Completing annual student cost sheets in coordination with the Business Office manager was essential for financial transparency and planning. Providing professional development to program staff in IEP development and system usage ensured consistency and efficacy in our approach. Regular evaluation of department staff performance maintained standards of excellence. Attendance at informational meetings conducted by the Local School Systems was crucial for staying abreast of local requirements and ensuring compliance. Coordinating staff development on Local School System requirements related to instruction, such as course descriptions and graduation requirements, was integral to educational consistency and alignment. Collaborating closely with the Admissions Coordinator facilitated smooth transitions for new students starting at Ivymount. Lastly, coordinating parent mailings in conjunction with the Education Director and the Director of Communications/Marketing ensured transparent communication and engagement within the Ivymount community.

Silver Spring, Maryland, United States

In my leadership capacity within the school, I developed and disseminated school-wide approaches to curriculum and executive functioning, fostering a cohesive educational environment among faculty. Demonstrating adept time management skills, I efficiently managed deadlines for academic reporting across all teachers and curated the weekly schedule for all K-8 classrooms, encompassing academics, related specials, lunch and recess, and teachers' planning time. I optimized learning for our teaching staff by organizing professional development opportunities aimed at integrating effective programming into their classrooms, drawing on models such as ADDIE and Kirkpatrick for enhanced effectiveness. Effective communication was paramount as I liaised with various stakeholders including students, teachers, Maryland State Department of Education, Local Education Agency representatives, parents, and service providers. I maximized goal achievement by collaborating with instructional staff to establish metrics of success milestones. Additionally, I enhanced daily school functioning by working closely with key leadership and stakeholders to identify critical areas of priority and develop corresponding action plans. Monitoring academic progress across the student body, I provided additional instructional support in both individual and group settings as needed. Overseeing state standardized and internal diagnostic testing ensured assessment accuracy. Furthermore, I observed teachers in action, offering constructive feedback and guidance, while also researching and integrating innovative technology into classroom settings to enhance educational experiences.

Shrewsbury, Massachusetts, United States

In my educational role, I directly supported students by delivering instruction through co-teaching models and strategic approaches. Collaborating closely with general education teachers, I planned curriculum and closely monitored student progress to ensure effective learning outcomes. Moreover, I played a pivotal role in creating and implementing Individualized Education Plans (IEPs) tailored to meet the unique needs of students with disabilities. Through differentiated instruction, I facilitated accessibility to the curriculum, accommodating individual students' present levels of performance. Additionally, I generated trimester and annual reports, meticulously evaluating student progress to provide comprehensive insights and academic recommendations for their continued development.

Framingham, Massachusetts, United States

In my teaching role, I meticulously crafted lesson plans aligned with the Massachusetts Frameworks for grades 3-5, ensuring accessibility for all students through differentiated materials. Collaborating closely with three distinct grade-level teams within the school, I facilitated the seamless integration of students into typical classrooms, fostering an inclusive learning environment. Delegation was essential as I entrusted academic and behavioral responsibilities to classroom assistants and aides, optimizing support for student success. Additionally, I provided direct support to students through co-teaching models and various instructional strategies, ensuring each student received personalized attention and guidance.

Southborough, Massachusetts, United States

In my role, I provided direct instruction in academics, daily living skills, communication, and social skills to students aged 12-18 diagnosed with Autism Spectrum Disorder. I diligently recorded and summarized daily data on both behavioral and academic objectives, ensuring a comprehensive understanding of each student's progress. Additionally, I supervised a dedicated team of 25 staff members and provided guidance to a group of 9 students. Collaboration was key as I worked closely with program coordinators to effectively implement Individualized Education Plan (IEP) objectives across various domains, fostering a supportive and enriching learning environment.

Graduate Certificate, Instructional Systems Design

Master Of Science In Education, Education

Bachelor Of Arts - Ba, Psychology