Susan Schotanus

• Created and facilitated recreation and education activities for youths to engage in groups in a safe environment.
• Applied crisis intervention methods to de-escalate potentially dangerous scenarios.
• Delivered youth transitional assistance in education, life skills, and career development.
• Developed individual and group programs to encourage prosocial behaviors.
• Accommodated youths with academic and vocational training to deliver information on future career opportunities.
• Coordinated transitional services for youth of diverse backgrounds.
• Guided youths through admission and orientation tasks to speed up enrollment processes.
• Maintained documentation and records of training activities and group events for review.
• Educated young people about strategies for driving discussions and promoting social changes.
• Built partnerships with related organizations to develop support and gain greater attention for important issues.

Portage House assists those who have been released from incarceration to integrate back into society. As relief staff at Portage House, assists in the following: maintaining order and safety, Monitoring residents' activities and whereabouts, ensuring house rules, policies, and residents' commitment

As Pretrial Case Manager, completed monthly program reports and data collection is required. Maintaining confidentiality of all program, client and agency information. As Case Manager, takes on-site lead in being responsible for participant referral, intake, assessment, orientation, screening, and placement of clients. Employment duties include monitoring conditions, generating client reports, communicating with referral sources, enforcing rules, and tracking participant activities.

As Crisis Intervention Specialist, I provided treatment and care for children and adolescents with severe trauma and delinquency issues. I provided tools needed to recover, grow and thrive independently. Through structured schedules and activities, individual, group, and family therapy, spiritual care, on-campus education services, and eventually reintegration into community, programs focus on programs focus on the whole person through trauma-informed care approach.

I provide crisis response and behavior management using positive behavioral support system for residents, led development of support plans and crisis response plans designed to support residents in trauma treatment, and led crisis response, including assuring appropriate communications are made and notified.

I am responsible for the following:

*Plan, direct, and train staff and supervise the program's implementation of all crisis management systems.

* Provide direction, leadership, and counseling to staff and teachers regarding methods used to manage behavior throughout the residential treatment facility.

*Evaluate the environment and make changes to ensure a trauma-free environment.

*Analyze the behavior needs of the customers to assess and meet those needs in delivering a positive behavior management system.

*Maintain records of all physical and crisis interventions.

*Provide feedback, detailed analysis, and recommendations on crisis interventions and process paperwork as required.

*Develop and facilitates specialized groups such as trauma-informed client voice groups, early interventions for youth requiring more support.

*Develop systems where behavior goals are coordinated between school faculty and treatment teams to provide insight and meet client needs.

*Maintaining and implementing appropriate ethical philosophies in residential treatment facilities among staff and residents.

*Devised and enhanced treatment strategies to promote continued progress.

• Assisted students of all ability levels develop life-long learning skills and good study habits.
• Kept students on-task with proactive behavior modification and positive reinforcement strategies.
• Followed classroom plans left by class teacher to continue student education and reinforce core concepts.
• Diversified classroom instruction and group activities to successfully support students with unique strengths and learning styles.
• Implemented outlined grading and assessment techniques to document growth, development and knowledge advancements during teacher absence.
• Kept accurate and current attendance records and assignment sheets to maintain file compliance.
• Upheld classroom routines to support student environments and maintain consistent schedules.
• Leveraged classroom discussion strategies to engage students, promote topics and boost learning opportunities.
• Administered standardized assessments with strict requirements and documented information in permanent records.
• Led classroom activities for play-based and immersive learning.
• Completed documentation of attendance, grades and other required details.
• Implemented prepared lesson plans in established classrooms.
• Handled classrooms of up to 8 students, reporting problem students to Education Director Todd Maleug, and keeping detailed behavioral records.
• Organized and cleaned teaching areas after daily use to maintain high standards for returning teachers or other substitutes.
• Utilized technology to enhance student education and grasp of materials.
• Worked with principal's office on disciplinary and safety issues.
• Took notes and prepared reports on school day activities to provide to primary teacher.
• Assigned, explained and graded homework.
• Developed rules and set goals to maintain order in classroom.
• Supervised lunchroom and recess activities.
• Collaborated with teaching staff to devise and implement coordinated educational strategies and student support networks.

• Provided planned objectives and instruction for struggling young adult readers.
• Monitored the status of students requiring special attention.
• Built positive relationships with parents to involve families in the educational process.
• Collaborated with administrators on classroom policies, management strategies, and discipline.
• Helped students develop self-esteem and life skills by fostering healthy conflict resolution, critical thinking, and communication.
• Established and enforced rules of behavior to drive social development and maintain positive interactions.
• Chaperoned field trips to maintain safety and encourage learning.
• Kept classroom clean, organized, and safe for students and visitors.
• Promoted exploration of building blocks of learning by leading diverse, hands-on activities.
• Retained student interest and maximized receptive learning.
• Taught lessons encompassing skill-building activities in speaking, writing, reading, and listening.
• Organized classroom supplies and decorated walls to create fun, nurturing settings and meet learning needs.
• Demonstrated respect, friendliness, and willingness to help wherever needed