LaToya Montgomery

• Provided ongoing support and guidance to 50 families and childcare providers throughout the early intervention process
• Hired and managed a team of 12 early intervention specialist and provided training on procedures, best practices, and expectations early intervention process
• Participated in professional development opportunities relevant to early intervention best practices, policies, and research findings
• Implemented assessments and evaluations aimed at identifying areas of need to improve student performance
• Assisted children in mastering individualized goals through playing, modeling, and coaching
• Implemented behavior modification strategies to improve self-regulation skills for children in the home and school environment
• Collaborated with families, childcare providers, and therapists to develop uniform systems and strategies across all environments
• Facilitated opportunities for children to participate in social skills activities and positive reinforcement techniques to improve social skills and social interactions across all environments

● Attended monthly SPCM meetings and provided information/training to school staff

● Served as key point of contact for stakeholders and provided leadership in the school as it pertained to supporting special education initiatives

● Participated in the MTSS team and maintained communication between the MTSS team and School Psychologist

● Coordinated all placement activities, including transition of Early Intervention students to school-aged placements

● Coordinated the disciplinary process as it pertains to students who have IEPs (manifestation determination meetings)

● Arranged transportation as indicated in students’ IEPs

● Coordinated PASA testing

● Developed and communicated to appropriate staff members a schedule of due dates for evaluations, re-evaluations, and IEPs

● Maintained Penn Data reports, RISC Reporting & ACCESS billing

● Disseminated compliance lists to special education teachers

● Ensured that caseloads meet state requirements

● Assisted the principal and school administration team in developing the school’s Program Profile

● Assisted in developing and assigning caseloads (with attention to Least Restrictive Environment)

● Maintained list of students with Intellectual Disability to ensure that 2-year evaluation requirement and specific disciplinary exclusion requirements are met

● Monitored Corrective Action processes and procedures

● Coordinated documentation for requests for records, legal meetings, due process hearings, and out of district placement requests

● Participated in IEP meetings as the LEA (as designated by the Principal)

● Maintained list of students requiring additional adult support (Special Education Assistants & TSS)

● Maintained a consistent focus on teaching and learning to standards across all content areas and IEP goals

● Supported staff in developing Functional Behavior Assessments and Positive Behavior Support Plans

● Supported staff with progress monitoring and choosing appropriate research based interventions

• Taught multiple subjects to students with Autism
• Enhanced students'' communication skills by implementing group activities and collaborative projects.
• Created and managed IEPs to define student learning objectives and educational strategies, in addition to applying instructional knowledge and methods to support goals
• Delivered effective and differentiated classroom instruction to students
• Partnered with general education teachers to facilitate inclusion
• Redirected students using Positive Behavior Support (PBS)
• Modified general education curriculum for special-needs students using various instructional techniques and technologies
• Led activities that developed students' physical, emotional, and social growth
• Assisted struggling students to maintain progress levels by designing individualized lesson plans focused on areas for improvement
• Taught students across multiple classifications and degrees of special needs
• Provided life skills programming for students with moderate to severe autism
• Encouraged students to take ownership of learning by providing choices
• Coordinated special education students and teacher assistant schedules with master schedule
• Implemented behavior modification techniques to improve student social and academic performance
• Promoted a positive learning environment through the use of differentiated instruction and individualized support for diverse learners.
• Planned daily activities to keep students engaged and on track with learning goals
• Helped students with special needs integrate into general classroom environments by advocating for individual requirements and helping teachers solve problems
• Facilitated small group instruction to address individual learning needs
• Worked closely with parents and guardians to address students' issues on multiple fronts
• Maintained accurate records of student progress and attendance