I provide ADVOCACY for students,COACHING, MENTORING, TRAINING, and WORKSHOPS for parents, guardians, families, teachers, educational professionals, and school communities. Feel free to email me at coachingcounselingtutoring@gmail.com or call me at 914-806-9987.

Lead Teacher and Inspiring Advocate with Administrative ExperienceSocial-Emotional and Academic Excellence!YES! ;D

Trinity CCT: Coaching/Counseling/TutoringProviding Compassion, Clarity & Resultswith Educational Professional: Helene Fitzpatrick M.Ed.Expertise in: Special Education, Learning DisabilitiesMindfulness in Education, NLP, ABASanctuary Model and Dynamic DialogueFree phone consultations for in-home services =)~Call 914-806-9987

- Provide coaching and mentoring to college students with Asperger’s, Autism Spectrum Disorders, Non-Verbal Learning Disorder, ADD/ADHD, Learning Disabilities and Language- Based Learning Disabilities.- Meet with students individually, 2-3 times per week, assisting them with academics, self-advocacy, organizational, communication, and socialization skills.

- Develop multiple and new summer class frameworks each summer over the last five years designed to engage Gifted and Talented students ages 5-18 years old in inspired and fun summer learning and discovery, over a three-week intensive program with classroom instruction, activities, and projects, with extensive and ongoing collaboration with each individual student. - Tailor teacher objectives and individual student goals and objectives, and submit goalsand objectives along with student performance reviews electronically through agency website, meeting strict deadlines for submissions.

- Hired to co-teach and co-plan and support general education (ed.) teachers in the learning of students with IEPs in Social Studies and Science ICT classrooms lead by general ed. teachers.- Responsible for substituting duties when general ed. teacher coverage was needed at the request of administrative staff.- Initiated and completed alternate assessments for students, grade 7 in ELA and Math.- Created and implemented individualized student behavior plans.- Led small groups from ICT classes.- Responsible for creating Common Core aligned lessons.

- Worked with students with IEPs with learning disabilities, ADHD, and additional other health impairments, in small groups. Results included several students achieving 1st and 2nd honor roll recognition in consecutive semesters throughout their time in my resource room class.- Differentiated lessons for students in all academic subject areas.- Created IEP goals for students and collaborated with students’ general education teachers.- Prepared for and participated in my students’ annual Committee on Special Education (CSE)meetings and reviews, advocated on their behalves, and made recommendations to committeestaff regarding students needs.- Referred students in need to guidance counselors and worked with guidance counseling staff tosupport student learning and addressed students’ social-emotional needs.- Achievement: High Achievers CEO invited me to represent the agency to senior leadership of the Catholic Archdiocese of New York by presenting on the topic: Implementing SpecialEducation School Support Services in Catholic Schools.

-Substitute Teacher for both General and Special Education Classes for Grades: Pre-K through 8, at Albert Leonard Middle School, Henry Barnard School, Jefferson Elementary School and Trinity Elementary School.-Ensured Exceptional Classroom Management and Teaching throughout the day with Success for each and every student.

- Therapeutically and responsibly displayed a commitment to empowering and nurturing youth by using best practices in both teaching and milieu therapy. Provided structure, nurturing, safety, and support to students with asperger’s, trauma-based histories, emotional behavioral disabilities, and learning disabilities, (ages 5-16 years old) along with teaching and clinical staff in a residential school setting. Helped students utilize and follow their pre-determined individualized safety plans in times of distress and crisis, both in and outside of the classroom. Trained in the “Sanctuary Model”- Placed in self-contained and transitional classrooms to support teachers and students grades 4-9. - Trained in, and taught: Corrective Reading, Reading Mastery, Saxon Math 1-3, in small groups.- Trained in Applied Behavior Analysis (ABA) and implemented some of these techniques with students on a one-to-one basis to support behavior modification.- Honors: Invited to present original interactive workshop: Inner Resources & How to Use Them with Emotionally Disabled Students: A Neuro-Linguistic Program. 12th Annual Invitational Conference of NYSPEED (New York School Principals for the Education of the Emotionally Disabled.) Andrus Children’s Center, Yonkers, NY, May 2010.- Successfully provided a 1-1 milieu therapy relationship for a 9 year old boy for 1.5years. The boy later reported his finally having had a positive, safe, adult role model.- Developed and implemented multiple opportunities for students to become inspired, use creativity, and express self expression, e.i: “The Poet’s Corner” and a “Cottage Success Plan”

- Completed a 2 year Residency as a Project Liberty Crisis Counselor at P.S. 14 in the Bronx, during which time I worked mostly 1-1 with students, K-4, providing individual and crisis counseling during the school day to students assigned to my caseload by the guidance counselor at the school. Utilized creative arts mediums and projects and art therapy techniques.- For 3 years, traveled to various schools throughout the boroughs of Manhattan, Bronx, Brooklyn, and Queens- presenting one-day workshops, ongoing residencies of one week up to one year, in Music, Drama, Storytelling, and Conflict Resolution sessions though role-play, creating unique and effective individual and group activities that were safe, fun, and effective for participants of all ages, aimed at aiding participants in developing adaptive communication skills and behavioral management, enhanced self-awareness and increased self-esteem, and healing.- Renaissance Women’s Shelter in Crown Heights Brooklyn- Asked to return again after a twomonth residency that involved creative arts therapeutic groups with the women residing in the shelter.- Canarsie High School- a one year successful residency that had the highest number of returning students for each after school session, as compared to simultaneously run after school programs at the high school that year.

- Gave individual and group counseling to disadvantaged youth.- Held thorough workshops in schools and community based organizations.- Developed projects for Teen Peer Educators and Teen Mothers and Fathers.- Worked closely with school guidance counselors, social workers, and teachers.