Ashley Morris

Taught and supported students with learning disabilities, ADHD, and autism in the inclusion classroom and in the pull-out resource classroom.

Modified general education curriculum for students with diverse needs using differentiated instructional strategies.

Collaborated with teachers, staff, and student families to support students academically, emotionally, and socially.

Redirected students using positive reinforcement.

Created, managed, and implemented IEPs with fidelity.

Collaborated with teachers to develop and teach developmentally appropriate lessons to third grade students and students with multiple disabilities.

Assessed students with multiple disabilities and analyzed data towards mastering goals and objectives.

Reflected daily on instructional strategies and created professional development plans to cultivate effective teaching practices.

Observed, monitored and recorded behavior challenges through accurate antecedent-behavior-consequence data collection for children with autism aged 4-6 years.

Developed and implemented reinforcement systems to encourage positive behavior changes.

Collaborated with Board Certified Behavior Analysts to conduct behavior assessments, assessments of basic learning and language skills, and to implement behavior plans and discrete trial teaching strategies.

Communicated with student families to develop behavior support plans to meet student and family needs and goals.

Supported students in preschool through 6th grade by developing engaging strategies to maintain motivation in the inclusive and special education classroom.

Collaborated with teachers, Child Study Team staff, and student families to develop multimodal learning programs for students.

Implemented goal specific lesson plans and discrete trial teaching strategies for students with diverse learning needs under the supervision of the classroom teacher.

Designed a multimodal curriculum to engage students, support learning and cultivate creativity at an off-site before and after school program.

Provided academic support and guidance to students.

Implemented effective classroom management strategies to cultivate a culture of responsibility, respect, student autonomy, and peer support.

Supported early childhood teachers with classroom responsibilities such as sanitizing and preparing materials, creating lesson plans to meet developmental standards, and providing ethical care to children

from 3 months to 12 years.

Communicated with student families and monitored academic, social, and emotional development of students.