Kristin Guest Ms, Ccc-Slp Email & Phone Number

United States

Manhattan, New York, United States

-As part of the student study team, use RTI model to determine which students should receive intervention, make recommendations as to what types of intervention and for how long. -Provide training to staff on reading development and best practices in reading instruction. -Provide appropriate reading intervention to children ages K-5 using multiple programs with Orton-Gillingham based approaches such as SPIRE, Sounds Sensible, Fundations, Rewards, etc. -Organize and administer school wide screenings for reading difficulties. -Provide language based interventions for pre-k- 5 students in reading, math and social studies. -Provide social skills interventions for students with ASD from pre-k-5, using programs such as Social Thinking. -As part of the Instructional Leadership Team, identify, develop and plan professional development for staff targeting a range of topics such as anti racism, math curriculum development, assessment practices, etc.

Barcelona, Catalonia, Spain

-Develop and execute high school wide learning support (special education) program and policies regarding service and intervention model. -Provide intervention in academic subjects, social communication skills and executive functioning for secondary students (grades 6-10).-Assess students across academic domains, develop and track IEP goals and interventions using a Response to Intervention model. -Maintain prompt, regular parent communication to include them in the academic and IEP process.-Co plan and push into academic subjects with teachers to ensure differentiation, tier 1 supports, lead small groups as well as implement interventions and track goals. -Consult with teachers and departments to discuss and develop testing and classroom accommodations, as well as differentiation.

New York, New York

• Collaborate with web designers in the development of the LEADERS project website- a resource to promote and encourage accurate disability evaluations of diverse individuals. • Create original content in multiple formats (pdf, word documents, video, PowerPoint, etc) for the LEADERS project website including articles, blogs, research summaries and analysis. • Supervise and review uploading of content. • Train and manage 10+ employees.

Brooklyn, New Yorko

- Provide small group intervention in reading and math to students using an RTI model. - Review student data as a member of student support team to identify students not meeting standards and develop a plan for support, either within out outside of the classroom. - Provide push-in/ pull out support for identified English language learners. - Support classroom teachers in addressing needs of diverse learners, including those with disabilities as well as English language learners.

John Ericsson Middle School- Brooklyn, New York

o Provide curriculum and instructional support to general education, ESL and special education teachers.o Develop small group ELA intervention curriculum for lowest performing students.o Develop protocol for referring and assessing students, especially bilingual and ESL, for special education services.o Provide group and individual intervention for 11-15 year old children with speech, language and learning disabilities to support literacy and communication.o Collect and analyze quantitative and qualitative data to be incorporated into session notes, IEPs, progress reports and decertification reports.

Brooklyn, New York

• Planned and executed individual therapy sessions in push-in as well as pull-out models for children with a variety of speech and language impairments ranging in age from 5 to 12.• Wrote IEPs and completed all other necessary documentation.• Attended annual IEP meetings to discuss student progress with teachers, parents and schooladministration.

New York, New York

*Assisted professors in preparing class presentations and class work. *Graded assignments and quizzes. *Provided support to students. *Posted materials online using Moodle. * Create class material and assessments.

La Paz, Bolivia

*Provided group therapy in Spanish to children aged 5-16 with various developmental disorders to support communication between students.*Developed and presented teacher and parent training workshops in Spanish on language stimulation, AAC and feeding techniques to allow progress to continue after conclusion of the trip.

New York, New York

*Evaluated children and adults using standardized and dynamic assessment procedures.*Prepared written evaluations for the New York City Department of Education and insurance companies to obtain services, when necessary.*Provided individual and group therapy sessions for children and adults with a range of conditions (TBI, CVA, MS, ASD, language delay) to improve communication in daily life.*Performed all above duties in both Spanish and English. *Maintained timely and accurate daily session notes and quarterly treatment plans to document progress.

New York, New York

*Planned and executed individual and group therapy for adults with a variety of disabilities (TBI, CVA, Parkinson’s Disease, MS, Lyme Disease) to support progress. *Adapted therapy to community settings, such as local parks and coffee shops to encourage social interaction.

Brooklyn, New York

*Conducted individual and group therapy for children aged 8-13 on the autistic spectrum through use of AAC devices, increasing MLU, targeting pragmatic goals, etc.

Madrid, Spain

* Designed and carried out class lessons for children aged 3-8 to engage and encourage students to use English. * Incorporated classroom curriculum into small group activities to support acquisition of learned material.

Master Of Science, Speech Language Pathology

At Teachers College, Columbia University, I trained to be a bilingual (Spanish/ English) speech language pathologist. This included.

Bachelor Of Science, Anthropology And Spanish Linguistics