Experience

Milestones Behavioral Services

• United States
• Individual and Family Services
• 1 - 100 Employee

• Special Education Coordinator

  • Mar 2023 - Present

• Senior Special Education Teacher

  • Feb 2017 - Aug 2023

  • Transition classroom ages 18-21 for students with Autism • Train, supervise and coach 1:1 Instructional Assistants and RBT certified staff • Collaborate with LBA/BCBA to ensure BIP is implemented with fidelity as well as problem solve on daily challenges within the classroom • Daily response to emergency walkie calls to assist in addressing challenging behavior. Quickly evaluating situation, implementing behavior procedures as written in BIP, and implementing PMT as… Show more • Transition classroom ages 18-21 for students with Autism • Train, supervise and coach 1:1 Instructional Assistants and RBT certified staff • Collaborate with LBA/BCBA to ensure BIP is implemented with fidelity as well as problem solve on daily challenges within the classroom • Daily response to emergency walkie calls to assist in addressing challenging behavior. Quickly evaluating situation, implementing behavior procedures as written in BIP, and implementing PMT as needed. • Collaborating with families and incorporating their wants and needs within goals and objectives. Discussing family transition plans for post-graduation outcomes and creating daily programming to help make those plans a reality. • Writing appropriate goals and objectives for communication, independent living, post-secondary, employment, and academic areas. Collaborate with LBA/BCBA to write social/behavioral goals and objectives. Utilize behavior analytic strategies to create programing and data collection for each objective. Frequent assessment of data and program changes as needed. • Progress reporting detailing data collection for each program within each objective and presenting at PPTs to parents and school district personnel. • Daily communication with each students’ parents either by phone, email, daily communication binders. • Collaboration with SLPs, OTs, PTs, ATs, etc. to enhance student programming and create a fluid implementation of services. • Training, organizing and implementing community opportunities including vocational, store, restaurant, and leisure outings for students. • Transition graduating students to adult day programs including training new staff and acclimating student to new schedules/locations/vocational sites.



Newtown Public School

• Newtown, CT

• Special Education Teacher

  • Aug 2015 - Feb 2017

  • Kindergarten to 4th grade students. Diagnoses including OHI: ADD/ADHD, Anxiety, Cerebral Palsy, Severe Autism/Intellectual Disability, Dyslexia and Learning Disabled. Experience working with students impacted by 12/14. Caseload of 11 to 15 students. • Behavioral Impact: BIP implementation. Modifications to curriculum. ABC data collection and analysis. Team meetings. Frequent parent phone calls/emails, daily communication forms. Seclusions and Restraints needed due to eloping and… Show more • Kindergarten to 4th grade students. Diagnoses including OHI: ADD/ADHD, Anxiety, Cerebral Palsy, Severe Autism/Intellectual Disability, Dyslexia and Learning Disabled. Experience working with students impacted by 12/14. Caseload of 11 to 15 students. • Behavioral Impact: BIP implementation. Modifications to curriculum. ABC data collection and analysis. Team meetings. Frequent parent phone calls/emails, daily communication forms. Seclusions and Restraints needed due to eloping and aggressive behavior. • Experience with: Cognitive Delay due to prenatal drug addiction/exposure. Repetitive learning and modifications to Reading, Writing, and Math. • Reading Comprehension groups with varied reading needs. Assessment of each student for growth, alignment of curriculum with each student’s IEP goals, data tracking. • Wilson Reading Program implementation (Dyslexia, Learning Disabled). Sound drills, lesson focus, word drills, decoding (fingertapping) drills, data tracking, encoding drills, encoding assessments, reading passages/texts, reading comprehension, fluency tracking through AimsWeb. • Supervision of multiple Education Assistants and Behavior Therapists with students in and out of the classroom, communicating differentiated/modifications, scheduling, etc. • Assessments: WIAT III, CTAA, NWEA, AFLS, WADE, summative, formative • Writing goals and objectives for all students with IEPs as well as collaborating with faculty for transition meetings of 4th graders. • Behavior Matrix Committee & Behavior Flow Chart Committee: team member determining behaviors as well as their severity along with consequences to ensure a safe school climate to go along with state mandates and CPI training. • Successfully implemented and completion of the first, second, and fourth indicator in Connecticut’s Teacher Education and Mentoring Program. Show less • Kindergarten to 4th grade students. Diagnoses including OHI: ADD/ADHD, Anxiety, Cerebral Palsy, Severe Autism/Intellectual Disability, Dyslexia and Learning Disabled. Experience working with students impacted by 12/14. Caseload of 11 to 15 students. • Behavioral Impact: BIP implementation. Modifications to curriculum. ABC data collection and analysis. Team meetings. Frequent parent phone calls/emails, daily communication forms. Seclusions and Restraints needed due to eloping and… Show more • Kindergarten to 4th grade students. Diagnoses including OHI: ADD/ADHD, Anxiety, Cerebral Palsy, Severe Autism/Intellectual Disability, Dyslexia and Learning Disabled. Experience working with students impacted by 12/14. Caseload of 11 to 15 students. • Behavioral Impact: BIP implementation. Modifications to curriculum. ABC data collection and analysis. Team meetings. Frequent parent phone calls/emails, daily communication forms. Seclusions and Restraints needed due to eloping and aggressive behavior. • Experience with: Cognitive Delay due to prenatal drug addiction/exposure. Repetitive learning and modifications to Reading, Writing, and Math. • Reading Comprehension groups with varied reading needs. Assessment of each student for growth, alignment of curriculum with each student’s IEP goals, data tracking. • Wilson Reading Program implementation (Dyslexia, Learning Disabled). Sound drills, lesson focus, word drills, decoding (fingertapping) drills, data tracking, encoding drills, encoding assessments, reading passages/texts, reading comprehension, fluency tracking through AimsWeb. • Supervision of multiple Education Assistants and Behavior Therapists with students in and out of the classroom, communicating differentiated/modifications, scheduling, etc. • Assessments: WIAT III, CTAA, NWEA, AFLS, WADE, summative, formative • Writing goals and objectives for all students with IEPs as well as collaborating with faculty for transition meetings of 4th graders. • Behavior Matrix Committee & Behavior Flow Chart Committee: team member determining behaviors as well as their severity along with consequences to ensure a safe school climate to go along with state mandates and CPI training. • Successfully implemented and completion of the first, second, and fourth indicator in Connecticut’s Teacher Education and Mentoring Program. Show less



New Fairfield School District

• Substitute Teacher

  • May 2015 - Aug 2015



Kids Kottage Preschool and Kindergarten

• Carmel, New York

• Teacher/ Assistant Teacher/ Substitute Teacher

  • 2013 - 2014

   Lead circle/Lessons/Group games/Socialization opportunities  Small group projects/Lessons/Group  Prepping lessons/Activities  Behavior management  Assessments and tracking progress  Parent teacher conferences  Writing reports/Attend CPSE meetings when necessary  Lead circle/Lessons/Group games/Socialization opportunities  Small group projects/Lessons/Group  Prepping lessons/Activities  Behavior management  Assessments and tracking progress  Parent teacher conferences  Writing reports/Attend CPSE meetings when necessary



HTA of New York, Inc

• United States
• Education Administration Programs
• 1 - 100 Employee

• ABA Provider/Teacher Assistant

  • 2002 - 2013

   Independent contractor from 5/2002 to 9/2010. Employee from 9/2010 to 2013  Consultant for Carmel Central School District in Carmel, New York from 9/2003 to 10/2003  Cases include children between the ages of 2 and 10 with Autism/PDD-NOS, visually impaired, as well as other children with special education needs – in home, preschool, and/or elementary school settings  Use Applied Behavioral Analysis Therapy to enhance their learning/functioning capability, shadowing, potty… Show more  Independent contractor from 5/2002 to 9/2010. Employee from 9/2010 to 2013  Consultant for Carmel Central School District in Carmel, New York from 9/2003 to 10/2003  Cases include children between the ages of 2 and 10 with Autism/PDD-NOS, visually impaired, as well as other children with special education needs – in home, preschool, and/or elementary school settings  Use Applied Behavioral Analysis Therapy to enhance their learning/functioning capability, shadowing, potty training, Functional Behavioral Assessment/Behavioral Intervention Planning, etc.  Prepare year end reports for school and parent review  Attend CPSE/CSE meetings to communicate student’s goals and achievements as needed as well as participate in IEP planning  Run a self-employed business including scheduling, billing, and yearly taxes. Show less  Independent contractor from 5/2002 to 9/2010. Employee from 9/2010 to 2013  Consultant for Carmel Central School District in Carmel, New York from 9/2003 to 10/2003  Cases include children between the ages of 2 and 10 with Autism/PDD-NOS, visually impaired, as well as other children with special education needs – in home, preschool, and/or elementary school settings  Use Applied Behavioral Analysis Therapy to enhance their learning/functioning capability, shadowing, potty… Show more  Independent contractor from 5/2002 to 9/2010. Employee from 9/2010 to 2013  Consultant for Carmel Central School District in Carmel, New York from 9/2003 to 10/2003  Cases include children between the ages of 2 and 10 with Autism/PDD-NOS, visually impaired, as well as other children with special education needs – in home, preschool, and/or elementary school settings  Use Applied Behavioral Analysis Therapy to enhance their learning/functioning capability, shadowing, potty training, Functional Behavioral Assessment/Behavioral Intervention Planning, etc.  Prepare year end reports for school and parent review  Attend CPSE/CSE meetings to communicate student’s goals and achievements as needed as well as participate in IEP planning  Run a self-employed business including scheduling, billing, and yearly taxes. Show less



AHRC New York City

• United States
• Non-profit Organizations
• 700 & Above Employee

• Marketing Representative

  • 2001 - 2002

  OSHA training  Establish relationships with companies in lower Manhattan as well as the upper East Side  Locate jobs in which participants are capable of and are interested in by cold calling, drop ins, informational meetings with perspective employers  Prepare a thorough job evaluation as well as match the job available with a participant using a job/applicant matching system  Assist in running Job Club – a preparation class  Prepare/Assist participants: with a resume, for… Show more OSHA training  Establish relationships with companies in lower Manhattan as well as the upper East Side  Locate jobs in which participants are capable of and are interested in by cold calling, drop ins, informational meetings with perspective employers  Prepare a thorough job evaluation as well as match the job available with a participant using a job/applicant matching system  Assist in running Job Club – a preparation class  Prepare/Assist participants: with a resume, for the interview, on the interview  Follow up and troubleshoot with employer and new employee  Document all encounters with job seekers and/or companies to maintain positive relationships Show less OSHA training  Establish relationships with companies in lower Manhattan as well as the upper East Side  Locate jobs in which participants are capable of and are interested in by cold calling, drop ins, informational meetings with perspective employers  Prepare a thorough job evaluation as well as match the job available with a participant using a job/applicant matching system  Assist in running Job Club – a preparation class  Prepare/Assist participants: with a resume, for… Show more OSHA training  Establish relationships with companies in lower Manhattan as well as the upper East Side  Locate jobs in which participants are capable of and are interested in by cold calling, drop ins, informational meetings with perspective employers  Prepare a thorough job evaluation as well as match the job available with a participant using a job/applicant matching system  Assist in running Job Club – a preparation class  Prepare/Assist participants: with a resume, for the interview, on the interview  Follow up and troubleshoot with employer and new employee  Document all encounters with job seekers and/or companies to maintain positive relationships Show less