Professional Development
I believe ongoing professional development is essential. It is my belief that practitioners need to be lifelong learners who are always looking to current research to inform practice. Through professional development opportunities it is my goal to bridge the gap between research and practice. I believe through my experience as a practitioner I am able to relate to current practitioners and help them connect to the content being presented.
Assessment, Evaluation, and Programming System (AEPS)
I was first introduced to the AEPS as part of my graduate coursework. I believe the AEPS is an excellent example of an authentic curriculum based assessment that is useful for evaluation, program planning, and progress monitoring. I have used the AEPS as a practitioner and I promote its use to other early childhood programs. I have conducted initial and follow up training on the implementation and use of the AEPS for school districts and agencies including: South-western City Schools, Strongsville City Schools, Euclid City Schools, and the Geauga County Board of Developmental Disabilities.
I was first introduced to the AEPS as part of my graduate coursework. I believe the AEPS is an excellent example of an authentic curriculum based assessment that is useful for evaluation, program planning, and progress monitoring. I have used the AEPS as a practitioner and I promote its use to other early childhood programs. I have conducted initial and follow up training on the implementation and use of the AEPS for school districts and agencies including: South-western City Schools, Strongsville City Schools, Euclid City Schools, and the Geauga County Board of Developmental Disabilities.
Guidance on the IEP Process
I have provided training to practitioners on prioritizing student needs and writing observable and measurable IEPs goals and objectives. In addition, I have provided training to paraprofessionals which provided an overview of the IEP process and how paraprofessionals can assist with IEP implementation and data collection.
I have provided training to practitioners on prioritizing student needs and writing observable and measurable IEPs goals and objectives. In addition, I have provided training to paraprofessionals which provided an overview of the IEP process and how paraprofessionals can assist with IEP implementation and data collection.
Peer Mediated Intervention
Peer mediated intervention is an evidenced based instructional strategy that can be easily implemented in any early childhood classroom. The purpose of the training is to provide an overview of PMI and discuss strategies for implementation.
PMI Brochure
Peer mediated intervention is an evidenced based instructional strategy that can be easily implemented in any early childhood classroom. The purpose of the training is to provide an overview of PMI and discuss strategies for implementation.
PMI Brochure
Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH)
I was first introduced to the TEACCH methodology as a practitioner who worked with a large population of children with Autism. A fellow practitioner gave me an overview of the TEACCH method and encouraged me to participate in the intensive week long training. After the initial training I began to implement the TEACCH method in my inclusive preschool classroom. I was then asked to become a Shadow Trainer to further my knowledge of the TEACCH methodology and the team training process. After completing several trainings I was asked to become a team trainer for the Cuyahoga County Educational Service Center under the lead of Dr. Sloane Burgess. As a team trainer I demonstrate how to use the TEACCH method in action with a child with Autism to participants while in the demonstration classroom. I also demonstrate how to lead a group activity in addition to facilitatating a parent panel. Trainers also provide ongoing support and coaching to participants during the week long training.
I was first introduced to the TEACCH methodology as a practitioner who worked with a large population of children with Autism. A fellow practitioner gave me an overview of the TEACCH method and encouraged me to participate in the intensive week long training. After the initial training I began to implement the TEACCH method in my inclusive preschool classroom. I was then asked to become a Shadow Trainer to further my knowledge of the TEACCH methodology and the team training process. After completing several trainings I was asked to become a team trainer for the Cuyahoga County Educational Service Center under the lead of Dr. Sloane Burgess. As a team trainer I demonstrate how to use the TEACCH method in action with a child with Autism to participants while in the demonstration classroom. I also demonstrate how to lead a group activity in addition to facilitatating a parent panel. Trainers also provide ongoing support and coaching to participants during the week long training.
Parent Programming
I believe parents need to be partners in the educational process. It is essential for practitioners to provide parents with the support necessary for them to understand the implications of having a child with a disability and identify effective ways to embed skill practice into daily activities.
I have been awarded the opportunity to implement a parent education program for Euclid City School District. I have provided parent education on the following topics:
I believe parents need to be partners in the educational process. It is essential for practitioners to provide parents with the support necessary for them to understand the implications of having a child with a disability and identify effective ways to embed skill practice into daily activities.
I have been awarded the opportunity to implement a parent education program for Euclid City School District. I have provided parent education on the following topics:
- Promoting communication
- The importance of play
- Toilet training
- Literacy
- Behavior
- Preparing for the transition to Kindergarten