Lisa Wallace-Larkin Email & Phone Number

Philadelphia, Pa, Us

Philadelphia, Pa, Us

Philadelphia, Pa

As the school’s first Instructional Coach, responsible for developing and providing leadership for the Research to Practice Institute, designed to build the confidence, competence, and evidence-based instructional practice capacity of the school’s instructional staff and their ability to support the success of its K-8 population of students with complex needs, ASD, ID/DD, and various other exceptions. Developed accessible, successful learning literacy experiences, transforming existing lesson planning and curriculum content into new instructional plans and assessments uniquely designed to maximize a teacher's ability to address student variability and provide appropriate and meaningful outcomes. Collaboration with related service providers such as BCBAs, SLPs, OTs, PTs, and data-driven decision-makers provided diverse efforts imperative to developing holistic, effective, and meaningful learning experiences.

Philadelphia, Pennsylvania, United States

As a trained and respected Educational Therapist (ET) with classroom experience, I employ a holistic approach to each student's needs. I am committed to evidence-based practices/research and combine that with a genuine spirit to ensure personalized outcomes that stretch far beyond the classroom. Students' needs have evolved, and most school programs have not, whatever the reason. The definition of academic 'success' is up for debate when neurodivergent learning styles and abilities are undervalued; and I firmly believe academic success should not be the primary end goal. What do I mean?When students become experts on who they are and how they learn, they take greater ownership of the learning experience and become independent, confident self-advocates. Imagine the feeling when they are equipped with their very own "bag of tricks," one full of strategies they have practiced and know can work. This can change lives, and I love what I do. “All youth need to develop a set of core life skills to manage school, work, outside interests, and social relationships successfully. From the perspective of brain development, these skills include planning, focus, self-control, awareness, and flexibility—also known as “executive function” and “self-regulation” skills. No one is born with these skills, but everyone can learn them.”-The Center on the Developing Child at Harvardhttps://developingchild.harvard.edu/resources/building-core-skills-youth/Resources: Educational Therapist/Therapyhttps://www.understood.org/en/articles/what-you-need-to-know-about-educational-therapy https://childmind.org/article/what-is-an-educational-therapist/

Philadelphia, Pennsylvania, United States

I am the owner of Rightful Place, a unique consulting service whose primary focus is the support of inclusive education. Whether it's professional development or direct classroom support, let me show you that inclusion is possible for all schools and for all children, no matter what their background and/or ability level and any school, no matter what district you are in. Both the law AND the research support inclusion. So why isn't it happening? Let me show you the possibilities and together we will help every child take their "rightful place" in the classroom and the world.

Jenkintown, Pennsylvania, United States

-Original Instructional Coach for A Step Up Academy's Research to Practice Institute, providing direct support to teachers to build confidence, competence, and evidence-based instructional practice capacity. -Responsible for expanding access to literacy, math, and SEL curriculum for students with disabilities (mild to significant) via Universal Design for Learning. -Lead the development and implementation of individualized educational programming for a diverse student population (PK- 12th grade) through the use of evaluation/assessment, data collection, and program review through the lens of student strengths and/or interests. -Responsible for annual planning and as-needed professional development for staff and families. -With expertise in both accessibility and structured literacy, provided innovative and successful 1:1 and small group reading instruction for students with complex needs. -Skilled in a variety of formal assessments (Acadience, Feifer Assessment for Reading, DRA, Key Math, CORE) and assuring individualized assessment by creating informal assessments, assuring data-driven decision-making, and resulting in effective and meaningful educational programming for all students.

Jenkintown, Pennsylvania

-Responsible for the inclusion, development, expansion, and implementation of appropriate, evidence-based curricular programs for students with autism and other developmental disabilities. -With a specialty in literacy, led efforts to acquire appropriate reading programs that support the abilities of a diverse student body. -Responsible for overseeing individualized program development and implementation using a collaborative team approach that includes instructional staff, related service providers (OT, SLP, PT, etc), and families. -Led efforts to create a supported and educated school community by creating and facilitating professional development for staff and training to parents and the greater community. -Drove innovative and effective literacy programming, by developing a pilot program researching the effectiveness of implementing a formal structured literacy curriculum (Reading Horizons) but with the addition of the UDL guidelines. The results were successful with 7 out of 8 students meeting the criteria for all objectives within their IEP goal for reading. -Expertise in accessibility, utilizing student strengths and interests to meet individual needs via UDL and use/creation of Accessible Educational Materials.

Greater Philadelphia Area

Lead developer and trainer for Neurodiversity in the Workplace curriculum, an evidence-based, progressive “living” curriculum utilizing the Universal Design for Learning framework.The Neurodiversity in the Workplace curriculum is the core of the Preparing Transition Age Youth for Employment initiative, which is funded by the Pennsylvania Department of Education. One goal of this state-wide training program, designed for guidance counselors, secondary transition coordinators, and teachers, is to better prepare young adults on the autism spectrum for the workforce and build participant self-awareness, self-management, and self-advocacy skills. A partnership with the PA Department of Education and the PA Office of Vocational Rehabilitation (OVR) provides the opportunity for successful employment; piloting of the curriculum through Early Reach coordinators and guidance counselors/transition personnel launches the process at the middle and high school level to ensure successful post-secondary completion required for employment. Provided in-person training to 100+ education professionals across the state of Pennsylvania.

Philadelphia, Pennsylvania, United States

Lead curriculum developer, designer, and trainer for the SAP Summer Academy program; a collaborative effort between the Arc of Philadelphia and (tech company) SAP's Autism at Work program. This inaugural program was designed to expand the job skills of 12 young adults with autism. Through the use of Design Thinking and Universal Design for Learning, participants engaged in hands-on, collaborative learning about product development. The successful application of learned design skills was showcased via participant presentations at the end of the program. Woven throughout the innovative curriculum were opportunities for participants to build evidence-based critical skills of self-awareness, self-determination, and self-advocacy and how to utilize their unique strengths and interests as a vehicle for learning and personal success.

Philadelphia, Pa

The Child Advocacy Director will assist in aligning The Arc of Philadelphia’s efforts more closely to the needs of its clients. The Child Advocacy Director will be responsible for working closely with the Executive Director and other members of the organization to identify policy priorities for systemic advocacy for children ages birth to 21 with disabilities. Responsibilities are split between systemic and direct advocacy.

Bachelor Of Arts (B.A.), Clinical Psychology/Political Science

B.A. in Clinical Psychology and Political Science

43 M.A. Credits, Special Education And Teaching

Masters level coursework and Special Education K-12 certification

Disability Studies