Kimberley Dresbach

• Developed individualized education plans to meet diverse student needs
• Implemented behavior management strategies to enhance classroom engagement
• Collaborated with multidisciplinary teams to assess and support student progress
• Designed and delivered tailored instructional materials for various learning styles
• Advocated for student resources and services within school community
• Analyzed student data to refine teaching methods and improve outcomes

Director of the Blended Early Childhood Program at Deer Park.

The "Buckaroos" Program offered both a Preschool Class and a Developmental Kindergarten for students with IEPs and their neurotypical peers.

• Created and managed IEPs to define student learning objectives and educational strategies, in addition to applying instructional knowledge and methods to support goals.
• Promoted a positive learning environment through the use of differentiated instruction and individualized support for diverse learners.
• Modified general education curriculum for special-needs students using various instructional techniques and technologies.
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• Trained and mentored new special education staff on best practices.
• Developed IEPs tailored to individual student needs, ensuring their academic success and personal growth.
• Fostered strong relationships with parents and guardians, maintaining open lines of communication to ensure student progress.
• Collaborated with multidisciplinary teams to enhance instructional strategies and student outcomes.
• Designed engaging lesson plans that promote social and emotional development in young learners.

• Participated in ongoing professional development opportunities focused on evidence-based practices in special education teaching methodologies.
• Provided targeted instructional support to struggling learners, identifying specific areas for improvement and designing effective intervention plans.
• Coordinated with general education teachers to develop accommodations or modifications necessary for successful inclusion of students with special needs in mainstream classrooms.

• Taught students across multiple classifications and degrees of special needs.
• Cultivated connections and strong student rapport to foster classroom engagement, in addition to recording student progress to inform parents and school administration.

• Instructed adult clients with physical and cognitive disabilities.
• Led activities that developed the client's physical, emotional, functional academics and social growth.
• Enhanced students'' communication skills by implementing a total communication approach.