Jill Buckles

• Created and managed IEPs to define student learning objectives and educational strategies, in addition to applying instructional knowledge and methods to support goals.
• Cultivated connections and strong student rapport to foster classroom engagement, in addition to recording student progress to inform parents and school administration.
• Taught students across multiple classifications and degrees of special needs.
• Modified general education curriculum for special-needs students using various instructional techniques and technologies.
• Taught multiple subjects to students with intellectual or emotional disabilities.
• Assisted struggling students to maintain progress levels by designing individualized lesson plans focused on areas for improvement.
• Redirected students using Positive Behavior Support (PBS).
• Delivered effective and differentiated classroom instruction to range of neurodiverse students.
• Coordinated special education students and teacher assistant schedules with master schedule.
• Instructed students in core academic areas and specialized reading groups.
• Mentored and supported multiple student teachers and field study students from Whitewater University.
• Instrumental in bringing OG curriculum to ESD.
• Tutored general education students in math and OG after school hours.
• Internal coach for Reading Corps 2021-22 school year.
• After retirement, mentored uncertified special education teacher for the 2024-2025 school year.

Trained tutors virtually and in-person in evidence-based assessments and interventions to improve student outcomes. (Math and Reading)

Observed tutors regularly to support tutor fidelity to Reading Corps interventions and assessments.

Modeled assessment and intervention procedures with students.

Provided tutors with performance feedback on their delivery of interventions and assessments and their fidelity to the model.

Used strategies to build positive relationships with tutors and internal coaches including interpersonal skills, effective communication skills, collaboration, goal setting and sharing expertise.

Collaborated monthly with the tutor and Internal Coach to review assessment data, evaluate student progress and make instructional decisions.

Supported tutors with appropriate intervention selection as well as providing resources for fluency practice, etc.