• Relaunched the occupational therapy department after a 2-year hiatus due to the pandemic, including conducting screenings, comprehensive school-based evaluations, and redetermining best service delivery to ~60+ students across preschool to 6th grade levels, including students who previously received school-based OT services and newly referred students during the remote learning period, within a 4-month time span• Carried out multi-tiered support services (MTSS) to ~450 students, emphasizing an inclusive (push-in) service delivery model in adherence towards following a least-restrictive environment (LRE), as a member of the Child Study Team (CST), equivalent to a special education (SPED) department• Interpreted school-district Individualized Educational Plans (IEPs) and adapted to the unique school setting of the UCLA Lab School in effort to prioritize academic instruction and OT as a related service• Fulfilled direct, small group, and whole class intervention to address gross motor skills, fine motor skills, visual motor skills, sensory processing and integration, and self-regulation needs for students to function independently within the classroom via evidence-based practices• Consulted and collaborated with all-school faculty and staff, student workers, families / caregivers, and 1:1 ABA therapists in ensuring carryover of skills across diverse school settings via school-wide presentations, individual email exchanges, in-person conversations, and all-staff school meetings• Managed OT budget and inventory to continue ordering supplies to sustain the OT department in carrying out evaluations and intervention

• Appointed 3-year position responsible for promoting member participation and engagement, volunteer leadership development, and volunteer participation initiatives of AOTA• Support in identifying and recruiting diverse and qualified candidates for elected and appointed positions, and overseeing the nomination and selection process for the Association's annual awards and recognitions• Serves as a resource to members and various leadership groups within AOTA to foster and enhance its professional activities and priorities

• Appointed 3-year position to design and promote professional development and leadership opportunities for occupational therapy students and new practitioners• Managed and delegated assignments (e.g. social media graphics, conduct literature reviews, update federal advocacy letters with evidence-based research) to annual occupational therapy graduate student interns (2). Conducted monthly check-ins with interns to ensure mastery of tasks and facilitate further professional development via coaching methods• Presented "Sensory Interventions in the School-Based Setting: Addressing Sensory Processing Differences in Education" with SIPSIS team at AOTA INSPIRE | 2022 Annual Conference & Expo in San Antonio, TX• Presented "Sensory Interventions in the School-Based Setting: Using Tiered Instruction to Address Sensory Processing Needs" with SIPSIS team at AOTA INSPIRE | 2023 Annual Conference & Expo in Kansas City, MO

• Collaborated with AOTA staff and Standing Committee members to develop resources that connect AOTA strategic priorities, national trends, etc. for members in the sensory integration and processing specialty area of practice• Assisted in planning and drafting SIPSIS program sessions and networking events at 2019 AOTA Annual National Conference and Expo in New Orleans, LA

• Evaluated and implemented treatment plans for children with Autism Spectrum Disorder (ASD), developmental delays, sensory integration / processing and self-regulation difficulties, feeding / oral-motor concerns, and attention difficulties (ADHD) 0-21 years of age• Administered Sensory Integration and Praxis Tests (SIPT), Evaluation of Ayres Sensory Integration (EASI), Clinical Observations in Sensory Integration, Sensory Processing Measure (SPM), Structured Observations of Sensory Integration-Motor (SOSI-M), Beery VMI-2, Developmental Profile-4 (DP-4), Test of Handwriting Skills (THS), ABAS-3, BOT-2, PDMS-2, DAYC-2, M-FUN, GOAL, PEDI, and the Print Tool to interpret assessment results and complete developmental assessment reports• Maintained ~75% productivity average (~30 direct treatment hours, ~45 client caseload) in order to provide services via telehealth, in-clinic, directly in-school (public, charter, and non-public school setings), and in-home settings; collaborated with caregivers, teachers, and support staff to promote carryover of skills into the child’s daily routines• Spearheaded Kids Connections Social Skills, a 21-week small group (4-9 client) setting following Michelle Garcia Winner's We Thinkers! Social Thinking© Curriculum for the Preschool and Early Elementary Years• Created treatment plans to facilitate age appropriate play skills, address sensory integration needs to complete daily tasks, and strive toward independence in self-care skills• Collaborated with a multidisciplinary team of occupational therapists, physical therapists, and speech therapists, as well as clients and their families, to create goals and discuss treatment strategies• Consulted in incorporating diversity, equity, and inclusion (DEI) within company’s policy and procedures

• Physical Disabilities Level II fieldwork placement• Inpatient Acute Medical-Surgical Unit (101), Inpatient Acute Neurology (102), Community Assistance Re-Entry (903)• Outpatient General OT and Lifestyle Redesign®• Conducted new patient evaluations; carried out individualized and group intervention plans with interdisciplinary team in ROM/strength, occupation-based ADL/IADL goals as available; facilitated patient/caregiver education; represented OT in medical rounds• Performed the following assessments: FIM, Fugl-Meyer, COPM, vision screening, sensory testing• Various diagnoses treated include: CVA, SCI, TBI, neurologic conditions (GBS, MS), sickle cell anemia, rheumatoid arthritis, cancer, muscular dystrophy, cardiovascular issues, UE/LE amputations, fibromyalgia, polyneuropathy (CIPD), orthopedic issues (carpal tunnel, radial nerve palsy), migraine with aura, weight management, diabetes mellitus management, stroke management, and chronic pain management• Designed and co-led therapeutic group programs including therapeutic gardening and therapeutic crochet groups• Conducted charts reviews and completed all required documentation such as daily treatment notes, initial evaluations, and discharge summaries using ORCHID EMR system• Student Project: Occupational Therapy Approaches Toward Therapeutic Gardens

• Joint Community-Based Older Adults and Grant Writing Level I fieldwork placement at the Sirovich Center for Balanced Living, a senior center for Well-Elderly Older Adults residing in the East Village, Manhattan• Facilitated a needs assessment to design client-centered, 12-week occupation based program, We Are the World. Purpose of program was to increase clients functional performance through physical, cognitive, and socioemotional means. The program met for 2 hours on a weekly basis, averaging 15 consistent members• Collaborated on grant proposal to increase funding for group programming, access to support services, and address healthy aging in place strategies

• School-Based Pediatric Level I fieldwork placement at MS 180 and PS 178 in Co-Op City, Bronx

• Physical Disabilities Level I fieldwork placement at Beth Abraham Skilled Nursing Center

• Mental Health / Pediatric Level II fieldwork placement• Evaluated and facilitated client-centered, individual and group therapy sessions for children ages 1-24 years old with variety diagnoses through Ayres Sensory Integration (ASI) intervention methods and paralleled with Applied Behavioral Analysis (ABA), promoting community integration• Various diagnoses treated include: autism spectrum disorder, Down-Syndrome, oppositional defiant disorder, ADHD, Fragile X Syndrome, generalized anxiety disorder, and cerebral palsy• Utilized the following assessment tools to promote client-centered care: Clinical Observations in Sensory Integration, SPM, SFA, SP, Beery VMI, PEDI, TVPS-IV, BOT-II, Bayley-III MFUN.• Coordinated and organized 7-week long summer camp session, consisting of 15 clients in a range of activities including targeted fine motor skills, money management, home economics, hygiene, and community engagements

• Mental Health Level I fieldwork placement at Fountain House Bronx• Conducted a needs assessment to then spearhead weekly OT group therapy sessions, Destress at 11. Purpose of group sessions was to allow adult clubhouse members with serious mental illnesses the opportunity to improve their coping mechanisms and stress management techniques through preferred artistic modalities• Upheld clubhouse’s mission towards work-day order, leading groups such as computer class, math club, and membership renewal

• Implemented and executed procedures to establish efficient operational processes at a scaling elementary school• Managed student enrollment and discharges, spearheaded ongoing student services (food, health, transportation), maintained knowledge management, published academic and cultural analysis reports to the school and network, and oversaw family communications• Consistently rated one of the highest performing operational teams in the charter school network out of 33 schools through recurring audits

• Instructed 6-8th Grade Resource Special Education in Math and ELA• Designed reading and math intervention instructional plans targeted to meet the needs of 19 students' small group accommodations• Managed a caseload of 12 students' Individualized Educational Plans (IEPs) and their corresponding legal documents to achieve students’ educational goals• Increased students' math benchmark scores by 9.5 points and ELA benchmark scores by 12.7 points from beginning of the year to mid year exams• Cheerleading and dance coach to the 50-member, girls team

• Lead teacher for 3-6th grade Computers in Summer 2015• Designed and implemented creative instructional plans for 3 classes of 25 students aligned with Common Core standards in mathematics and ELA• Prioritized on students' familiarity with Google Apps, as the La Canada Unified School District required students to be aware of new technologically advanced teaching tools• Teacher's assistant for 3-5th grade Science for the Curious in Summer 2012• Assisted in the implementation of a 5 week long course in students familiarity and knowledge of the scientific method, life sciences, and earth sciences

• Selected out of a pool of 50,000 applicants (~13% acceptance rate) from across the country to teach Middle School Mathematics• As a Teach for America corps member, was simultaneously a member of AmeriCorps to address critical community needs related to education, public safety, poverty, health, disaster relief and the environment

• Instructed 5th, 6th, 7th, and 8th grade middle school mathematics in 6 classes• As the sole math teacher of the middle school, I was responsible for creating transformational change within 125 students to understand and implement the new Common Core standards by structuring each of the 4 grades' unit plans, creating rigorous unit exams, and highlighting academic achievement quarterly using the school-wide STAR assessment• Advanced 5th - 8th grade students on 1.1 average yearly growth• Cheerleading and dance coach to the 12-member, girls team