Mallory Rutledge Email and Phone Number

-Provide individualized instruction in an Early Childhood Special Education classroom for children with a variety of developmental delays and disorders, including autism spectrum disorder-Lead early childhood special education classroom in a rural setting-Provide individualized instruction through home visits for children that qualify for early intervention services -Consult with a variety of community preschool staff to support children with developmental delays to maintain their placement in a least restrictive environment-Lead educational evaluations to determine eligibility for early intervention or early childhood special education services -Manage service coordination for a variety of families that qualify for early intervention or early childhood special education-Collaborate with a variety of early childhood professionals to problem-solve program wide challenges and continue to innovate services for families

• Create innovative play and learning opportunities for a child with autism spectrum disorder• Consider family’s strengths and barriers and adapt activities to fit child’s and family’s needs and goals

• Designed curriculum, classroom environment, and program goals for specialized preschool program• Teamed with teachers, supervisors, and related service professionals to effectively run the program • Led small and large group classroom activities using universal design for learning strategies• Collected and analyzed data related to behavior supports and progress monitoring in the classroom • Communicated with caregivers throughout the program to encourage family involvement

• Led Tier 3 reading group on blending and segmenting words for 12 students in Kindergarten• Led individualized, Tier 3 reading instruction for one student with autism spectrum disorder• Collaborated with classroom teachers and Essential Skills Coordinators• Created data collection system to monitor and graph student’s progress

• Led "Playgroup" classroom for children with significant language delays• Co-led home visits to model language intervention strategies for caregivers• Collected data related to each child's specific language goals• Collaborated with Speech Language Pathologists, Board Certified Behavior Analysts, and fellow Early Intervention/Early Childhood Special Education students to optimize program planning and intervention for children on caseload• Co-led parent groups and parent coaching on specialized language strategies

• Supported parent-toddler dyads in parenting skills class • Collected data related to children's IFSP goals• Administered evidence-based intervention strategies (e.g. Embedded Learning Opportunities, Incidental Teaching, Language Expansion, Family-centered practice, etc.)• Led classroom activities, such as “Circle Time”

• Provided one-on-one support for an individual with autism through the duration of the summer camp• Create meaningful opportunities to learn social skills within an individual’s community• Ensured student’s safety as well as enjoyment during recreational activities

• Instructed students with developmental disabilities using principles of Applied Behavior Analysis • Created and organized VB-MAPP assessment, progress graphs, and formal reports for each student• Used Augmentative Communication devices, applications, and PECS system with students• Collaborated with team members in weekly inter-disciplinary meetings to ensure generalization of student skills across settings

• Developed inclusive class curriculum for adults with disabilities, including visual and hearing impairments• Adapted community volunteering opportunities to fit needs of adults with disabilities in Lane County

• Guided parent-toddler dyads in parenting skills class specifically for children with autism• Received training in augmentative communication devices for students with severe disabilities• Participated in Autism Spectrum Disorder eligibility interviewing

• Administered exploratory learning opportunities for students ages 8 months to 6 years • Followed Reggio Emilio education philosophy

Responsibilities: Instruct a student with ASD in a transition programto prepare for kindergarten. Create imaginative methods ofteaching that fit the student’s specific needs. Maintain records of behaviorpatterns and academic lesson completions.