Kathy Marker

• Same as for tutoring in Burley, except we needed to change to online tutoring to continue sessions long-distance.

Assess current abilities with reading and math, communicate with teachers and parents of their concerns, teach/preteach missing and classroom skills with provided &/or my library of curriculum, end with 15 minutes of skill practice in a fun way, share notes of sessions with parents.

• As a retired Special Education teacher
• Scheduled requests by Sped teachers to perform testing by myself of students in the district
• Scored the tests, summarized strengths and needs, then returned tests to offices

• Managed referral, eligibility, and annual IEP meetings for each student in the special ed program
• Coordinated 4-6 team members to attend meetings for students
• Regular progress monitoring of each student's abilities for areas listed on IEP goals
• Coordinated with team members of their student's strengths and needs to be included on the annual IEP
• Wrote 10-page Individual Education Plans (IEP) annually for each student
• Scheduled paras and myself to teach students within classrooms or the resource room (sometimes accommodating assignments or reading tests to them, etc) according to their IEP goal needs; to be reassessed as students moved in and out of the school during the year
• Meetings for: weekly teaming, monthly staff, quarterly district, and trainings for new curriculum
• Dealt with poor behavior students
• Prepared lesson plans
• Rotation of staff duties to monitor students

• Same as for Cassia County
• Except I taught in a k-6 school of one teacher per grade in the morning, then traveled 10 miles to teach 2 resource classes in the high school during the last year.

• The same as Cassia County
• Except that my paras rotated students around in my classroom before lunch, and I worked with a deaf boy on speaking Exact English after lunch (he attended kinder with an interpreter).