CASSIDY RITTER

• Current role includes working within a multidisciplinary team to conduct initial intake evaluations. Results from these assessment help to determine eligibility for special education support services at the Preschool level for young children from three to four years of age.

Other duties include:

• Collaboration with educators, specialists, families and community-based service providers to inform Individualized Education Plans (IEP).
• Observed students in classroom and play environments.
• Utilized formal and established testing protocols to evaluate educational, emotional and behavioral needs of students.

• Responsibilities included: Administration and interpretation of psychoeducational evaluation, including cognitive, social emotional, behavioral and other intellectual assessment
• Writing comprehensive evaluation reports
• Consultation with school personnel, families, and outside agencies as appropriate
• Assisting in developing individualized educational programs (IEP) and 504 plans in collaboration with teachers, families, and other staff members
• Providing direct Educationally Related Mental Health Services (ERMHS) counseling to students
• Maintaining student records, including special education reports, confidential records, records of services provided and behavioral data.

• Duties included case managing comprehensive initial and reevaluations, consultation with school colleagues and families, conducting FBA's, intervention design and implementation, facilitating team meetings, direct observation, academic and cognitive assessment implementation, and evaluation report writing
• Supervision and feedback provided by Nina Lang, Ed.S.

• Training included observing a Clinical Psychologist specializing in ASD diagnoses
• During this practicum, I gained experience in ADOS-2 and ADOS-3 administration, participated in intake interviews, observed feedback sessions with parents and families, and learned to write up comprehensive psychological reports
• Additionally, the UW Autism center provides trainings on Neurodiversity and racial justice
• Supervision and feedback provided by Sara Woods, Ph.D.

• Responsibilities included grading weekly assignments and final papers, in addition to guiding weekly discussions about course content and students skill practice
• These courses employ DBT skills to help students cultivate positive emotions, resilience, and wellness.

• Responsibilities included assisting the lead teacher in maintaining a positive and safe classroom environment and inspiring the physical, social, and cognitive development of preschool-age children with Autism Spectrum Disorder (ASD).

• Responsibilities included childcare duties for a seven-year-old girl
• During this time, I also took an Italian language course.

• Responsibilities included assisting teachers in classroom management and providing direct supervision and intervention for students with an IEP
• During the course of this assignment, I was introduced to a variety of special education classrooms (i.e., Developmental Preschool, Medically Fragile, EBD).

• Observed a School Psychologist as she implemented teacher and staff trainings, attended informational summits, facilitated IEP meetings, and administered Collaborative Autism Diagnostic (CAD) clinics as part of an interdisciplinary team
• Supervision and feedback provided by Mary Champion, MS, NCSP, LMFT.

• Responsibilities included assisting in a transition-level special education classroom teaching independent living and vocational skills to 18-to-22-year old's with physical and cognitive disabilities.

• Duties included working with children who had severe medical and intellectual disabilities, assisting with self-help skills to maintain their health and hygiene.