Karen Fleck

• Serve as the primary contact for the school's ETR and IEP/SP processes, coordinating meetings, data collection, and communication with Chillicothe school psychologists, intervention specialists and administrators at seven area school districts, classroom teachers, related services therapists, behavioral specialist, and parents
• Represent the school in ETR/IEP/SP meetings and provide follow-up communication and support to general education teachers and parents
• Coordinate, write, and update Accommodation Plans (AP) for K-8 students, including meeting scheduling, documentation, and distribution to relevant staff and parents
• Collect and compile quarterly IEP/SP progress reports from interventions specialist and therapists and distribute to classroom teachers, parents, and area districts of residence; enter IEP progress report data into Jon Peterson Special Needs Scholarship ODE portal
• Collaborate with general education teachers, intervention specialist, and Susan Barton Reading and Spelling program tutor in assessing students’ skills to determine their needs and develop effective teaching plans particular to each student’s abilities
• Oversee the RTI process, collaborating with teachers on academic and FBA data collection, differentiating supports to meet students’ needs, and evaluating intervention effectiveness with Tier 2/3 interventions
• Administer phonics, phonological awareness, and other reading progress monitoring assessments to "On Watch" students and provide ongoing support and coaching to teachers and staff on interventions and resources for students with learning challenges and skill deficits
• Assist teachers on writing reading improvement plans and referrals for multifactor evaluations

• Coordinate distribution of ASQ-3 developmental screeners to preschool and PreK parents, enter results into online ASQ-3 platform, address areas of concern with teachers and parents, and offer intervention home activities

Provided general education and differentiated instruction in all subject areas to accommodate diverse learning styles of students in an inclusive first grade classroom

Provided Title One Reading and Math intervention to students in pull-out, inclusion, and reading replacement models