Jana K.

Experience Summary

MARY MCDOWELL FRIENDS SCHOOL, BROOKLYN, NY Head Special Education Teacher, Elementary School Self-Contained Class, September 2014 – May 2015 • Currently work as the head teacher in a self-contained class with 10 2nd and 3rd grade students with learning disabilities, which involves working with one assistant in the classroom, as well as with the school specialists, therapists, nurses, psychologists and the administrative team. • Create lesson plans and teach all academic subjects, including teaching classroom students writing using the Judy Hochman Teaching Basic Writing Skills program and social emotional learning using the RULER program. • Teach a small group of reading and math students outside of the classroom using the Orton Gillingham Preventing Academic Failure program for reading instruction and the Saxon curriculum for math instruction. • Conduct CSE meetings and impartial hearings for students, create behavior charts and individualized social and/or emotional supports, as well as sensory diets and self-regulation techniques in using the RULER program and consulting regularly with the occupational therapist. • Write mid-year and end-year reports for students detailing their progress and areas of difficulty within academic, sensory, behavioral, and social emotional domains and communicate related information with families through frequent emails and scheduled Friday notes. • Member of two committees including the Quaker Committee and the Learning Disability Committee, and assisted with writing a new LD curriculum to be implemented next year. P.S. 307, DANIEL HALE WILLIAMS, BROOKLYN, NY Head Special Education Teacher, Kindergarten ASD Horizon Program, September 2013 - June 2014 • Worked in a self-contained ASD class managing 8 students and 2 paraprofessionals. • Trained in and used the Autism Curriculum Encyclopedia (ACE) in the classroom to enhance the general curriculum, as well as to target and teach core skills related to autism deficits. • Created a daily ‘flow of day’ given to the paraprofessionals and service providers indicating supports and assignments for Para’s working with students in the classroom, when and how technology and/or sensory equipment would be utilized, when and how assessment data would be taken, when students had push in or pull out services with therapists and when students had teacher time for isolated intervention purposes. • Constructed daily behavior and ACE data, FBA’S, BIP’S and IEP’S for each student, sensory diets, visual activity schedules, task cards and social stories, break area and stop reminder rules and systems, as well as individualized behavior plans using a token economy system with rules and reinforcement rates differentiated and consistently updated to be motivating for each student. • Utilized the ReadyGen and GoMath curriculum, but adapted all lessons to include visual, technological and/or sensory supports, tasks to enhance language and social growth, opportunities to incorporate students’ interests with real-word connections and applications, as well as the use of assessment data to reflect and inform differentiated academic tasks and individualized needs. P.S. 84, JOSE DE DIEGO: MAGNET SCHOOL FOR THE VISUAL ARTS, BROOKLYN, NY Head Special Education Teacher, Kindergarten NEST Class, September 2012 - June 2013 • Worked cooperatively with a co-teacher designing inclusive instruction by utilizing various co-teaching methods. • Created FBA’S, BIP’S and IEP’S for NEST students, and supported and taught all students including ELL students. • Constructed a home-school connection involving daily communication notebooks with parents, participated in Social Development Intervention training/implementation and attended NEST team meetings on a weekly basis. • Basic instructional supports for NEST students included visual aids to supplement and/or replace verbal directions, choice making opportunities throughout the day, using modeling, role playing and peer supports to teach and facilitate communication and social skills, modifying the classroom environment and tasks and using therapeutic techniques to foster academic, social and adaptive functioning. • Behavior supports for NEST students included priming, individualized schedules, charts and checklists, task analysis, visual and verbal reinforcement, movement activities, sensory diets and relaxation training involving breathing exercises, break time and yoga.

All Subjects I Tutor

• Basic Learning Skills
• Continuing Education
• Elementary
• Elementary Grammar

• Elementary Math
• Elementary Phonics
• Elementary Reading
• Elementary Science

• Elementary Social Studies
• Elementary Study Skills
• Elementary Vocabulary
• Homework Help

• Study Skills
• Writing Skills