Ashlee Coopman

As a Special Education Teacher, I provide individualized academic instruction and support to students with disabilities in alignment with their Individualized Education Programs (IEPs), ensuring access to the general education curriculum. I serve as a case manager, coordinating IEP meetings, monitoring progress, maintaining compliance with federal and state regulations, and collaborating with families and service providers. I work closely with general education teachers to implement accommodations, modifications, and behavior plans, and I design targeted instructional strategies that address each student’s unique learning needs. In addition to direct instruction, I offer training and ongoing support to instructional aides, paraeducators, and general education staff on inclusive practices, differentiation, and behavior intervention. I use data to inform instructional decisions and update goals, while also creating a supportive, structured environment that promotes student engagement, independence, and social-emotional growth. I actively participate in multidisciplinary team meetings and evaluations, ensuring that students' needs are accurately identified and addressed through a collaborative, student-centered approach.

As a 4th Grade Teacher, I created a supportive and inclusive classroom where students felt encouraged to grow academically and socially. I designed lessons that met diverse learning needs, collaborated closely with families and colleagues, and used data to guide instruction. By fostering positive behavior and a love of learning, I helped students build confidence and develop essential skills for success.

As a Reading Intervention Specialist, I worked closely with students who needed targeted support to build foundational reading skills. I used assessment data to identify areas of need and tailored interventions to improve decoding, fluency, and comprehension. Collaborating with classroom teachers and families, I ensured continuity of support and celebrated student progress. My focus was on empowering learners to gain confidence and independence in reading.