Betty Young

EC Resource Teacher & IEP Case Manager
Chapel Hill-Carrboro City Schools | Chapel Hill, NC
January 2024 – Present

• Develop, implement, monitor, and revise Individualized Education Programs (IEPs) to address students’ academic, functional, behavioral, and disability-related needs while ensuring compliance with state and federal special education requirements.

• Facilitate and participate in IEP team meetings, collaborating with parents, general and special education teachers, related service providers, administrators, and other stakeholders to make data-informed decisions regarding student programming and services.

• Provide consultation, coaching, and technical assistance to EC colleagues in IEP development; review and revise IEPs for accuracy, completeness, required components, and appropriate alignment between student needs, goals, services, accommodations, and progress monitoring.

• Apply extensive knowledge of special education processes, including initial eligibility and placement, reevaluation, manifestation determination reviews, Functional Behavioral Assessments (FBAs), Behavior Intervention Plans (BIPs), and alternate assessments.

• Analyze academic, behavioral, progress-monitoring, and assessment data to identify student needs, evaluate the effectiveness of interventions and instructional strategies, and guide IEP team decision-making.

• Develop and support implementation of behavioral interventions and individualized strategies for students with disability-related behavioral needs, including collaboration with IEP teams in the FBA/BIP process.

• Provide curriculum and instructional support to general and special education teachers, including differentiated instructional strategies, accommodations, modifications, interventions, and approaches that improve students’ access to the general education curriculum.

• Provide professional guidance and training to educators regarding special education procedures, IEP implementation, compliance requirements, instructional practices, and supports for students with disabilities.

• Partner with parents and guardians to explain student needs, educational programming, progress, services, and supports while fostering collaborative relationships between families and school personnel.

• Monitor student progress and service delivery to support faithful implementation of IEPs and maintain accurate EC documentation in accordance with applicable procedures and requirements.

• Provided comprehensive academic, behavioral, and social-emotional support to students in a structured alternative educational setting while minimizing instructional loss during periods of reassignment.

• Collaborated with EC teachers, IEP case managers, administrators, support staff, and families to ensure students received required services and that IEPs were implemented with compliance and fidelity.

• Delivered individualized, small-group, and whole-group instruction addressing academic achievement, emotional regulation, behavioral needs, relationship-building, goal setting, and responsible decision-making.

• Served as a Beginning Teacher Mentor, providing individualized coaching, modeling, instructional guidance, collaborative problem-solving, and professional support in curriculum, student services, classroom management, and instructional practice.

• Observed beginning-teacher performance and provided constructive feedback, coaching, and ongoing support to strengthen instructional effectiveness and professional growth.

• Collaborated with school-based and district personnel to coordinate academic resources, interventions, assignments, and other supports necessary for student success.

• Supported students with significant behavioral and educational needs through data-informed interventions, relationship-building, progress monitoring, and collaboration with multidisciplinary teams.

FRESHMAN ACADEMY COORDINATOR & PROGRAM DEVELOPER
Lakeview School | Durham Public Schools | Durham, NC
August 2020 – June 2021

• Created and facilitated a Freshman Academy during pandemic-era virtual instruction to provide coordinated academic, behavioral, and social-emotional support to at-risk ninth-grade students.

• Designed program structures and interventions to address student needs and support successful transition into high school during remote learning.

• Reviewed and analyzed student records, performance data, strengths, needs, and progress to determine appropriate supports and interventions.

• Collaborated with counselors, social workers, case managers, teachers, administrators, and families to provide comprehensive student support.

• Monitored academic and behavioral performance and adjusted interventions based on student data and demonstrated needs.

EC Case Manager, ICR & Coordinating Teacher
Lakeview School & Durham County Youth Home | Durham, NC
January 2017 – June 2019

• Managed IEP services and supports for students with disabilities and monitored implementation to ensure services were delivered in accordance with students’ Individualized Education Programs.

• Maintained EC records, monitored student progress, and supported compliance with state and federal special education requirements.

• Developed differentiated instruction, academic interventions, and behavioral supports aligned with students’ IEP goals and individual needs.

• Served as liaison among teachers, parents, counselors, administrators, and other professionals supporting students in school and alternative educational settings.

• Analyzed student academic, behavioral, and social-development data and prepared comprehensive reports for school personnel, court counselors, judges, and other appropriate stakeholders.

• Collaborated with general education teachers to develop accommodations, instructional strategies, and interventions that increased access to the general education curriculum.

• Selected to serve as the District Literacy Initiative Representative, participating in district-level professional development focused on instructional coaching, literacy curriculum, intervention, and implementation.

• Provided coaching and instructional support to teachers related to differentiation, literacy intervention, instructional planning, and effective classroom practice.

• Collaborated with district and school-based educators to support implementation of literacy initiatives and improve instructional consistency across classrooms.

• Managed Individualized Education Programs (IEPs), monitored student progress, and ensured required services and supports were implemented in accordance with students’ educational needs and state and federal special education requirements.

• Developed and implemented differentiated instruction, interventions, accommodations, and specialized supports to address the academic and behavioral needs of students with disabilities and increase access to the general education curriculum.

• Served as the High School Reading Teacher for Special Education, providing targeted literacy instruction and evidence-based reading interventions to students with disabilities based on assessment data and individual learning needs.

• Served as High School Reading Coach for Special Education, providing instructional coaching, consultation, and curriculum support to EC staff in literacy instruction, differentiation, and intervention.

• Analyzed student achievement and assessment data to identify instructional needs, determine appropriate interventions, monitor progress, and support educational decision-making.

• Identified, selected, adapted, and implemented instructional materials and literacy interventions for students with varying disabilities, learning profiles, and academic needs.

• Provided consultation and instructional support to EC and general education teachers regarding effective strategies, accommodations, interventions, and differentiated instruction for students with disabilities.

• Facilitated professional development for EC staff in literacy programs and interventions, including Read to Achieve, STAR, Sonday System, and other instructional resources.

• Collaborated with teachers, counselors, administrators, parents, and multidisciplinary team members to develop and implement appropriate educational programming and supports for students with disabilities.

• Maintained EC documentation and monitored student services and progress in accordance with applicable special education procedures and compliance requirements.

• 3.87 GPA

Teaching Certifications in Middle Grades Education (MGED) English Language Arts and MGED Social Studies