Working for public schools is important, as I am a product of Seattle Public Schools. The possibilities are endless when students have supportive adults in their lives. It's been a life-long idea that I have the power and skill to influence young people. I am most interested in students from diverse backgrounds to witness the power of an education and teachers who care. My desire is to influence as many students as I possible can; to love coming to school to learn and develop into society's world changers.
Strong communicator and action oriented
Value collaborative and interpersonal relationship
Leadership and delegation ability
Utilizes human resources effectively (staff, family, community)
Effectively uses critical thinking and problem solving
Strong organizational and time management
Creative with student management building relationships
Supported designated special education students with IEP goals in an inclusive classroom. Through awareness, knowledge, understanding, and ability my individual caseload required as an ACCESS instructional assistant in middle school classrooms.
Accountability to the special education teacher while being with students daily for all core subjects (ELA, Math, Science, and History) allowed me access to the certified teachers and ways to support each student in the classroom.
Social and emotional behavior was a priority for ACCESS students. When students need type type of support I was able to talk them through situations, pull them out of class when needed, and guide hem through classwork.
Attending IEP meetings with the special education team (special ed. and general ed. teachers, specialists, parents, administrator, etc. ) to both learn more about my student and add to the conversation of what is happening at school and in the classroom.
Attend student intervention meetings, student evaluation meetings to learn and add expertise regarding individual students.
Data collection for behavior assessment to document positive and negative results, and to observe trends in behavior (antecedent, consequence, reward, etc.)
Continuous communication with general education teachers, special education teachers, administration, students, and parents.
Use specific strategies (graphic organizers, chunking, additional time, pacing, etc.) to support students in the classroom while working collaboratively with the teachers.
Awareness of all types of mild-to-moderate disabilities of students.
Provide emotional support building the relationship with students. Through relationship building students feel comfortable to share about themselves and have confidence and trust in our professional relationship.
Hall duties for the school at certain times of the day. Keeping students safe while providing a consistent sense of authority supports the whole school environment.
Confidentiality in the student-teacher relationship. Students with IEPs information must not be shared with others outside of the special network.
Assist students with IEPs and 504 plans during district high-stakes testing as a proctor to provide the stated accommodations per each individuals plan.
Use technology to assist in student learning. Class work, special projects, and access to the district tools (i.e. Schoology, Amplify).
Worked in the resource room with small groups of students with IEPs. Students with learning and social-emotional disabilities. Small-group instruction in mathematics, writing, and reading from 3rd - 8th grade.
Social and emotional learning took place in the classroom in an inclusive small-group environment, or outside on the playground.
Creating curriculum for specially-designed instruction (SDI) was common to ensure engagement and relevancy for students.
Playground duty and lunchroom duty responsibilities help support the schools' safe environment.
Communication with the special education teacher requires a strong working relationship. Communication and collaboration on student tasks and assignments to differentiate instruction.
Review and receive continuous information/data on students to increase the level of effective support.
Attend IEP meetings regularly as participant of the IEP team supporting parent and teacher communication, and the needs of the student.
Read IEPs to target IEP goals.
Worked with high-incidence medical-fragile non-verbal students in an self-contained classroom.
Served students multiple times daily in close personal proximity for bathroom needs (diapering, toileting).
Physically assisted students onto hoyer lifts, gait trainers, assistive bicycles, onto changing tables, inflatable play equipment, etc.
Transport students around in wheelchairs for mobility. On and off the school bus the wheelchair is an extension of the student. Understanding the parts and detail knowledge are valuable to the success of the student.
Assistive technologies to support students ability to engage in learning (computers, iPads, talking books, medical equipment, etc.).
CPR trained as students with severe disabilities regularly experienced seizures and required continuous monitoring for life and death situations.
Feeding meals to assist students. Used feeding pumps, syringes, hand-over-hand assist utilizing techniques appropriate for each student.
Reading IEP goals to understand the needs of individual students.
Weekly team meetings with school and district specialists in collaboration with: special education teacher, school nurse, physical therapist, speech-language therapists, occupational therapists, and SPED IAs).
Took educational outings to expose students provided new learning opportunities, and utilize their skills learned at school, out in the community. (i.e. standing goals, walking goals, using assistive technology to engage with others).
Adaptive P.E. and art were the responsibility of the IAs to work with instructors in supporting students success.
Data collection to record student performance and ability to adjust instruction for skills learning. Daily written notes in student journal for home communication.
Communication with parents, special education teacher, and therapists with concerns and new ideas.
Intense 2-year program associate degree program was the catapult into my fashion career with Federated Department Store, a long awaited passion. Securing a job with Bullock's Wilshire in Newport Beach, California, right out of graduating where I worked as assistant department manager for BW Now department. Later transferring to Federated Bay Area company's I.Magnin in San Francisco, California to the company's headquarter and flagship store where I was an assistant buyer.
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